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MedEdPORTAL Selected for Inclusion in MEDLINE
The Association of American Medical Colleges is pleased to announce that MedEdPORTAL: The Journal of Teaching and Learning Resources has been selected for inclusion in MEDLINE, the premier bibliographic database of the U.S. National Library of Medicine. Selection is determined by the recommendations of an expert advisory committee that evaluates journals based on a rigorous review of scientific quality and scope. Only 15%-20% of journals that apply are recommended by the committee. MEDLINE contains bibliographic citations from more than 5,000 biomedical journals published worldwide and is freely searchable using PubMed at http://pubmed.gov.
Founded in 2005, MedEdPORTAL was designed as a repository of materials for faculty to submit scholarly works for peer review. Today, it has grown into an open-access publication, internationally recognized as the preeminent journal for publishing educational resources in the health professions, while providing free access to thousands of high-quality educational materials. MedEdPORTAL is accessed by over 4,500 academic and health organizations in more than 175 countries, and publications are downloaded approximately 3,000 times each month.
Inclusion in MEDLINE will advance MedEdPORTAL’s growth by increasing its visibility and accessibility of published content. Scholars, researchers, educators, and health care practitioners around the world use MEDLINE as the authoritative gateway to access content from the most prestigious biomedical and health journals. In addition to equipping a broader community of readers with access to innovative and high-quality educational tools and resources, inclusion in MEDLINE solidifies MedEdPORTAL as the premier destination to publish teaching and learning materials in the health professions.
Featured Publications
This modular, team-based curriculum was created to develop skills in interprofessional collaboration, i.e., listening for meaning, soliciting another’s perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy.
The future of academic medicine depends on attracting motivated trainees to the academic career path. This workshop demonstrates that an improved understanding of academic medicine career roles and responsibilities can increase trainees’ awareness of the opportunities in academic medicine.
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Editor-in-Chief:
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Grace Huang, MD
Harvard Medical School |
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Online ISSN:
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2374-8265
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Acceptance Rate:
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30%
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Downloads per Month:
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3,000
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Publication Frequency:
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Continuous
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Publications per Year:
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250
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First Year of Publication:
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2005
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Call for Submissions: Justice, Disparities, and Meeting the Needs of Our Most Vulnerable Populations
MedEdPORTAL is actively seeking submissions that feature curricula or learning activities that address an important topic that is both timeless and timely in medical education – the care of our most vulnerable populations. We have a responsibility as educators and leaders to highlight these issues in a scholarly way through commentary, research, and advocacy. In addition, publishing learning activities through MedEdPORTAL offers concrete solutions for training our future physicians to be attentive, knowledgeable,and proactive to how social justice, racial/ethnic/ sexual identity disparities, and geopolitical forces have deleterious effects on human health. We are launching this effort in conjunction with our sister journal Academic Medicine; please read more in Dr. Sklar’s thoughtful announcement here.
Fostering a Community of Readers
MedEdPORTAL celebrates our diverse audience by promoting a community of practice centered on teaching and learning. We seek Letters to the Editor from faculty, trainees, and practitioners as commentaries on or critiques of current publications, to continue engagement on educational scholarship. We encourage letters in particular on publications related to opioid addiction, physician wellness, and diversity. Please see our submission instructions for details.
Featured Collections
The Opioids Education Collection promotes the efforts of AAMC-member medical schools and teaching hospitals that are on the front lines addressing the opioid epidemic: responding with new approaches to prevent, identify, and treat pain and substance use disorders, delivering pain management and addiction education, and leading efforts in this area to advance medical research and promote innovations in clinical care.
The Diversity, Inclusion, and Health Equity Collection, in co-sponsorship with the American Dental Education Association (ADEA), features peer-reviewed educational resources for educators to advance institutional efforts in creating a diverse and inclusive culture and climate for all in order to drive clinical, educational, research and service excellence.
Sponsored by the American Dental Education Association, The Voice of Dental Education, the Dental Education Collection supports innovative, collaborative, high quality dental education resources. Publications featured in this Collection are developed by those within academic dentistry for health educators, and are a vital educational resource across the health professions.
The Interprofessional Education Collection is designed to foster the identification, development and deployment of educational resources aimed at supporting team-based or collaborative care essential to training an interprofessional workforce. This collection is designed to create a national clearinghouse of competency-linked learning resources for interprofessional education and models of team-based or collaborative care.