Health Professions Education is an international, peer reviewed, open access journal published by Association of Medical Education of the Eastern-Mediterranean Region (AMEE) in affiliation with the World Federation of Medical Education (WFME) and the Eastern Mediterranean Regional Office of the World Health Organization (EMRO). The publication of the journal is sponsored by a generous grant of King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. This implies that prospective authors do not have to pay a fee once their paper is accepted for publication. The establishment of Health Professions Education in 2015 was a response to the fact that the field is expanding. Health Professions Education is a multidisciplinary journal the seeks to contribute to theory and research inviting manuscripts from the full panorama of the field of health professionals’ education. The journal currently publishes 4 issues per year.
See the Aims & Scope for complete coverage of the journal.
Current Issue: Volume 9, Issue 1 (2023)
PBL, change or risk irrelevance: a friendly warning
Virginie Servant-Miklos, Diana Dolmans, and Thomas Ryberg
Original Research Reports
The Impact of Theoretical Knowledge Acquisition on Practical Clinical Skills: Multi-Disciplinary Retrospective Study
Ramy Ameen Fodah, Abdulaziz Ibrahim Al Hassan, Ahmad A. Alanazi, Mohammed Khalaf Al Mutairi, and Syed Alamdar Shah
An Assessment of Fundamental Statistical Knowledge among Health Science Faculty Teaching Statistics at Accredited Institutions
Michael R. Jiroutek, Syeda Zahra Ali, Todd A. Schwartz, MyoungJin Kim, and Matthew J. Hayat
Student Perceptions of Distance Learning Using Synchronous Videoconferencing in a Campus-Based Physical Therapist Education Program
Evan V. Papa, Derek Gerber, Deanna Dye, and Joachim Agamba
Shared Learning Spaces: Peer and Faculty Mentors Develop Skills While Supporting Minoritized Health Sciences Students
Keshrie Naidoo, Shweta Gore, Martha McKean, Margaret Mullins, Garrett Bowdle, Amanda Mack, and Laura Plummer
The effect of online learning on students’ practical assessment results during the COVID-19 lockdown period
Naif Sannan, Alaa Althubaiti, Bader Khawaji, and Abdulaziz Alhassan