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Journal of Medical Education and Curricular Development

Journal of Medical Education and Curricular Development

eISSN: 23821205 | ISSN: 23821205 | Current volume: 10 | Current issue: 1 Frequency: Yearly

Journal of Medical Education and Curricular Development is a peer-reviewed open access journal devoted to the publishing of timely information on medical education practices and development including basic science, clinical, and postgraduate medical education. Please see the Aims and Scope tab for further information.

This journal is a member of the Committee on Publication Ethics (COPE).

  • Indexed in: PubMed Central, DOAJ, ESCI.
  • Published by SAGE since 2016.
  • An expert and prestigious Editorial Board.
  • Publication is subject to payment of an article processing charge (APC).

Submission information

Submit your manuscript today at

Please see the Submission Guidelines tab for more information on how to submit your article to the journal.

Open access article processing charge (APC) information

The APC for this journal is currently $2,500 USD.

The article processing charge (APC) is payable when a manuscript is accepted after peer review, before it is published. The APC is subject to taxes* where applicable. Please see further details here.


Please direct any queries, quoting the journal name, Journal of Medical Education and Curricular Development, to

*Tax-exempt status can be indicated by providing appropriate registration numbers when payment is requested. Please see further details here.

Journal of Medical Education and Curricular Development focuses on publishing timely information on medical education practices and development of novel curricular practices. In addition, it provides access to recent articles intended to help educators in the evaluation of curriculum development and recent advances in instructional methods, individualized learning practices, and of student and faculty assessment.

The journal focuses on of medical education and curricular development, including basic science, clinical, and postgraduate medical education. Articles will be considered for publication that assess novel ways to improve upon existing curricula, designing of new curricular materials to engage students more effectively, effectiveness of large didactic lecture formats versus small group learning for teaching effectiveness, the value of independent learning assessments on education, and methods to improve effective teaching in the classroom. Specific areas that the journal focuses on include:

- Innovative approaches to teaching and learning in large and small group formats.
- Novel assessment and evaluation of knowledge, skills, and attitudes towards professional education.
- Professional education and development including development of CME, online courses, and internet based learning exercises.
- The integration of basic science and clinical curriculum development and teaching.
- Effectiveness of independent learning as a tool in medical education.
- Effectiveness of team-based learning as a tool in medical education.
- The role of problem-based learning in medical education.
- The interrelationship between basic science curricula and clinical science curricula

Editorial Board Member
Hana M. Abualadas, MD Mercer University School of Medicine, Georgia, USA
Mohamed Ahmed PhD Suez Canal University, Ismailia, Egypt
Jørgen Elefsen Nystrup PhD WFME, Roskilde, Denmark
Samuel R. Franklin, PhD Department of Neuroscience, University of Kentucky, College of Medicine, Lexington, KY, USA
Matthew Gwee PhD Yong Loo Lin School of Medicine, University of Singapore, Singapore
May Hamza MB BCh, MSc, MD Ain Shams University, Cairo, Egypt
Tracey Hiller PhD University of Alberta, Edmonton, Alberta, USA
Amy Holthauser PhD University of Louisville School of Medicine, Louisville, Kentucky, USA
Sandra L. Hrometz RPh, PhD, BCGP Manchester University, Indiana, USA
Larry Hurtubise MA The Ohio State University College of Medicine, Columbus, Ohio, USA
Harold Lehmann PhD Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA
Moira Maley PhD The Rural Clinical School of Western Australia (Albany), University of Western Australia, Albany, Western Australia, Australia
Aaron McGuffin PhD Marshall University Joan C. Edwards School of Medicine, Huntington, West Virginia, USA
Veronica Michaelsen PhD George Washington University School of Medicine, Washington, D.C., USA
Kevin Moynahan PhD University of Arizona College of Medicine, Tucson, Arizona, USA
Deborah Murdoch Eaton PhD The Medical School, University of Sheffield, UK
Gamela Nasr PhD Suez Canal University, Ismailia, Egypt
Hirotaka Onishi MD, MHPE, PhD International Research Center for Medical Education, University of Tokyo, Japan
Linda Perkowski PhD College of Medicine Central Michigan University, Mt Pleasant, Michigan, USA
Gary Rogers PhD Deakin University, Australia
Norma Saks PhD Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
Mark Scweitzer, MD Wayne State University, Michigan, USA
Daniel Skinner, Ph.D Ohio University, Ohio, USA
Hollie Swanson PhD University of Kentucky, Kentucky, USA
Nu Viet Vu PhD University of Geneva Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), Geneva, Switzerland
Jonathan J. Wisco PhD Brigham Young University, Provo, Utah, USA
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Directory of Open Access Journals (DOAJ)
  • PubMed Central (PMC)
  • Manuscript submission guidelines can be accessed on Sage Journals.