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In the current issue of Medical Teacher (36, 9):

 

New AMEE Guide: Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I

This Guide aims to provide medical educators, especially those new to medical education research, with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches, and offers guidance on how to select the most appropriate inquiry approach for their research.

 

Failure to fail: The institutional perspective

The results of this mixed methods study suggest that institutional barriers may be obstacles in identifying and dismissing failing learners, and the authors express concern that students are therefore graduating without the necessary skills and competence to perform their role as an intern or a clinician.

 

Bridging the continuum: Analysis of the alignment of undergraduate and postgraduate accreditation standards

The purpose of this study was to assess the vertical alignment of accreditation standards for undergraduate and postgraduate physician training as a measure of continuity throughout medical education training. This work is a response to recommendations from international groups such as The Bologna Accord, The Carnegie Foundation and The Future of Medical Education in Canada (FMEC), all of whom have called for increased coordination across the medical education continuum.

 

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Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.


2013 Impact Factor:2.045 5-Year Impact Factor:2.170

Frequency: 12 issues per year

 

ISSN: 0142-159X (print), 1466-187X (electronic)

 

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