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Faculty development in point of care ultrasound for internists Anna Maw, Cathy Jalali, Deanna Jannat-Khah, Kirana Gudi, Lia Logio, Arthur Evans, Stacy Anderson, Joshua Smith
Coaching: a new model for academic and career achievement Nicole M. Deiorio, Patricia A. Carney, Leslie E. Kahl, Erin M. Bonura, Amy Miller Juve
Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue Zareen Zaidi, Daniëlle Verstegen, Rashmi Vyas, Omayma Hamed, Tim Dornan, Page Morahan
Translating sickle cell guidelines into practice for primary care providers with Project ECHO Lisa M. Shook, Christina B. Farrell, Karen A. Kalinyak, Stephen C. Nelson, Brandon M. Hardesty, Angeli G. Rampersad, Kay L. Saving, Wanda J. Whitten-Shurney, Julie A. Panepinto, Russell E. Ware, Lori E. Crosby
Feedback in formative OSCEs: comparison between direct observation and video-based formats Noëlle Junod Perron, Martine Louis-Simonet, Bernard Cerutti, Eva Pfarrwaller, Johanna Sommer, Mathieu Nendaz
Speaking up: using OSTEs to understand how medical students address professionalism lapses Constance R. Tucker, Beth A. Choby, Andrew Moore, Robert Scott Parker, II, Ben R. Zambetti, Sarah Naids, Jillian Scott, Jennifer Loome, Sierra Gaffney
Identity text: an educational intervention to foster cultural interaction Zareen Zaidi, Daniëlle Verstegen, Rahat Naqvi, Tim Dornan, Page Morahan
Do MCAT scores predict USMLE scores? An analysis on 5 years of medical student data Jacqueline L. Gauer, Josephine M. Wolff, J. Brooks Jackson
Interprofessional collaboration: three best practice models of interprofessional education Diane R. Bridges, Richard A. Davidson, Peggy Soule Odegard, Ian V. Maki, John Tomkowiak
Latin American undergraduate medical journals Patricio Alfaro-Toloza, Romina Olmos-de-Aguilera, Alfonso J. Rodríguez-Morales
Speaking up: using OSTEs to understand how medical students address professionalism lapses Constance R. Tucker, Beth A. Choby, Andrew Moore, Robert Scott Parker, II, Ben R. Zambetti, Sarah Naids, Jillian Scott, Jennifer Loome, Sierra Gaffney
A New Approach to Learning How to Teach: medical students as instructional designers Sean H. Novak, Molly Quinn, Timothy Canan, Shaleen Metten, Jonathan J. Wisco, Paul F. Wimmers, Sebastian Uijtdehaage
Faculty development in point of care ultrasound for internists Anna Maw, Cathy Jalali, Deanna Jannat-Khah, Kirana Gudi, Lia Logio, Arthur Evans, Stacy Anderson, Joshua Smith
Feedback in formative OSCEs: comparison between direct observation and video-based formats Noëlle Junod Perron, Martine Louis-Simonet, Bernard Cerutti, Eva Pfarrwaller, Johanna Sommer, Mathieu Nendaz
Implementing competency based admissions at the Albert Einstein College of Medicine Noreen Kerrigan, Myles H. Akabas, Thomas F. Betzler, Maria Castaldi, Mary S. Kelly, Adam S. Levy, Michael J. Reichgott, Louise Ruberman, Siobhan M. Dolan
Fellows as teachers: a model to enhance pediatric resident education Carl H. Backes, Kris M. Reber, Jennifer K.B. Trittmann, Hong Huang, Jordanna Tomblin, Pamela A. Moorehead, John A. Bauer, Charles V. Smith, John D. Mahan

Metrics & Indexing

Medical Education Online is fully indexed with all major and relavent services and databases, including MEDLINE, PubMed Central/PubMed, Scopus, and ProQuest, among others. The Journal has an Impact Factor (2015) of 1.039 and is ranked 95/230 (Q2) among Education & Educational Research titles. The Journal has an SJR of 0.44 and is ranked in Q2 in Education and in Medicine (miscellaneous).

SCImago Journal & Country Rank

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