Publishing your research results in a journal for medical education can be a very difficult thing to do. There are numerous journals out there, so which one is the most appropriate one for you to choose? Journals have their own focus and topics, their own audience, and their own procedures on reviewing and selecting manuscripts to publish. To help the participants of this seminar in getting their work published, a panel of 5 Editors-in-Chief will present their own journal for medical education and will highlight the unique properties of that specific journal. The journals represented in the panel are Medical Science Educator, Medical Teacher, Teaching and Learning in Medicine, Advances in Health Sciences Education, and Medical Education Online. Each Editor will also bring forward a tip for authors that might be helping them in the process of preparing, submitting and revising materials in such a way it increases the chances of success. After the short presentations, the seminar will be open for questions from the audience.
Panel Discussion: Editors’ Tips for publication success
Seminar Downloads
Peter de Jong is a Technology Enhanced Learning staff adviser at the Leiden University Medical Center in The Netherlands. In this position at the Center for Innovation in Medical Education, he has been managing several major programs within Medical School in the field of development, application and evaluation of educational technologies. Peter has a Master degree in Medical Technology from Eindhoven University and a PhD in Biophysics/Physiology from Maastricht University. He has been a member of the Board of Directors and Executive Committee of the Netherlands Association for Medical Education (NVMO), he has been Chair of their national Special Interest Group on E-learning in Medicine and he chaired the 2000 NVMO Annual Meeting.Since 2007 Peter is involved in the International Association of Medical Science Educators (IAMSE), an international organization with a focus on advancing medical education through faculty development while ensuring that the teaching and learning of medicine continues to be firmly grounded in science. He has served the organization as Vice President, and in 2009 as Program Chair and Site Host for the first IAMSE Annual Meeting outside of North America. Currently he holds the position of Editor-in-Chief of Medical Science Educator, the online journal of IAMSE.
Professor Ronald Harden graduated from medical school in Glasgow, UK. He completed training and practised as an endocrinologist before moving full time to medical education. He is Professor of Medical Education (Emeritus) University of Dundee, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). Professor Harden has pioneered ideas in medical education including the OSCE and has published two books and more than 400 papers in leading journals. His contributions to excellence in medical education have attracted numerous international awards and an OBE by Her Majesty the Queen.
Dr. Anna T Cianciolo, PhD, is an Assistant Professor in the Department of Medical Education at Southern Illinois University School of Medicine. She earned her PhD in Engineering Psychology from the Georgia Institute of Technology in 2001 and has devoted her career to investigating the nature of professional expertise and its development. Her two-year postdoctoral position at Yale University (2001-2003) launched the first part of her career studying the design, development, and evaluation of US Army officer education and leader development. In 2005, she founded Command Performance Research, Inc. (Champaign, Illinois), where she collaborated with the US Army Research Institute and the US Army Training and Doctrine Command to shape training policy on formal institutional instruction and technology-enabled learning. She joined SIUSOM in 2011, where her teaching duties include faculty development and research mentorship of medical students. Her current research focuses on examining faculty and student practices in problem-based learning tutorial discussions, designing observational assessments of entrustment, and enhancing conceptual understanding of diagnostic expertise. In 2014, she was selected to receive the Association for Medical Education in Europe’s Miriam Friedman Ben-David New Educator Award. She is currently the Editor-in-Chief of Teaching & Learning in Medicine and Chair of the AAMC Central Group on Educational Affairs Section on Medical Education Scholarship Research and Evaluation.
Geoff Norman is Professor of Clinical Epidemiology and Biostatistics, McMaster University. He received a Ph.D. in nuclear physics from McMaster University in 1971, and subsequently a M.A. in educational psychology form Michigan State University in 1977. He is the author of 10 books in education, measurement and statistics, and 300 journal articles. His primary research interest is in cognitive psychology applied to problems of learning and reasoning. He has won numerous awards, including the Hubbard Award from the National Board of Medical Examiners in 1989, the Award of Excellence of the Canadian Association for Medical Education in 1997, the Distinguished Scholar Award of the American Educational Research Association, Division I, in 2000, the Award for Outstanding Achievement of the Medical Council of Canada in 2001He presently holds a Canada Research Chair. He was elected a Fellow of the Royal Society of Canada in 2007. In 2008, he won the prestigious Karolinska Prize for lifetime achievement in medical education research. He received an honorary degree from Erasmus University in 2010. In 2012, he was appointed the Querido Chair at Erasmus University.
Scott Cottrell, Ed.D. was appointed Associate Dean for Student Services and Curriculum at the West Virginia University School of Medicine in 2011. Dr. Cottrell is an Associate Professor in the Department of Medical Education. His research interests include curricular development and assessment. He was recently elected as Chair for the Generalist in Medical Education, and is serving as the Southern Group on Education Affairs (SGEA) section’s Chair for Medical Education Research, Scholarship and Evaluation (MESRE- formerly RIME). Scott currently serves as the editor for Med Ed Online.