Education for Health

: 2018  |  Volume : 31  |  Issue : 3  |  Page : 139--140

Co-Editors' notes

Maaike Flinkenflogel1, Danette McKinley2, Michael Glasser3,  
1 Co-Editors, Education for Health, Rockford, Illinois, USA; KIT Health, Royal Tropical Institute, Amsterdam, Netherlands
2 Co-Editors, Education for Health; Foundation for Advancement of International Medical Education and Research, Rockford, Illinois, USA
3 Co-Editors, Education for Health; University of Illinois, Rockford, Illinois, USA

Correspondence Address:
Danette McKinley
Co-Editors, Education for Health; Foundation for Advancement of International Medical Education and Research, Rockford, Illinois

How to cite this article:
Flinkenflogel M, McKinley D, Glasser M. Co-Editors' notes.Educ Health 2018;31:139-140

How to cite this URL:
Flinkenflogel M, McKinley D, Glasser M. Co-Editors' notes. Educ Health [serial online] 2018 [cited 2022 May 16 ];31:139-140
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Full Text

We are pleased to publish this issue of Education for Health. The content includes Original Research, Practical Advice, Brief Communication, and Letters to the Editors from around the world. In this issue, there are contributions from India, Indonesia, Libya, the Netherlands, New Zealand, the Philippines, and the United States of America. The topics covered in this issue include publishing for health professionals, the use of health education in health professions' education, migration and retention of health professionals, community-based and interprofessional health professions' education, and more.

To create a Center of Excellence in Primary Care Education, Long et al. conducted a needs assessment. “Developing an interprofessional primary care training program: Assessment of perceptions of internal medicine residents and nurse practitioner students” describes how both internal medicine students and nurse practitioner students strongly value interprofessional collaboration and training. While the first group also looked for curricular innovation in primary care education, the latter were in need for greater mentorship.

“Impact assessment of weekly iron folic acid supplementation with and without health education on anemia in adolescent girls of selected schools of Delhi: A comparative study” describes the effectiveness of adding health education to standard therapy.

Papageorgiou et al. explore empathy using the Jefferson Scale of Empathy with medical students in the study “Does Medical Students' Empathy Change during their Five Year MBBS Degree?” This study is of interest because it was longitudinal; the students enrolled in the MBBS program at Norwich Medical School were followed over the 5-year program. The researchers found that empathy decreased over the 1st year of study, with a low in year 3, and again rising in the following years, suggesting that the “hidden curriculum” affects students' empathy. Male students tended to have lower empathy scores than female students.

In “A Psychometric Appraisal of the Dundee Ready Education Environment Measure in one Institution in Chile,” Roine et al. describe a psychometric analysis of the Dundee Ready Education Environment Measure (DREEM). The authors identified a four-factor structure rather than the five identified by the original authors. These findings are similar to others conducted in the region, but they found that there was variation in the item content of the subareas identified. These differences may reflect actual differences in culture and school environment, or they could result from differences in methodology. The authors therefore strongly advise researchers to first locally explore the psychometric characteristics before applying DREEM and making conclusions of the strengths and weaknesses of a curriculum.

In the study “Utilization of an interprofessional integrated clinical education experience to improve medical and physical therapy student comfort in treating patients with disabilities,” Pabian et al. report if and how an interprofessional education program at the University of Central Florida could reduce bias towards disabled patients. The study participants were physical therapy and medical students. There were statistically significant positive differences between pretest and posttest scores regarding comfort in managing patients with disabilities in both student groups, although the level of comfort among physical therapy students showed greater increase than among medical students.

In their brief communication, Co-editors' notes, Labarda and Labarda describe to appraise an educational program. Evaluating four decades of this CBME shows how the program is now facing its challenge to expand the program to higher numbers to reach a critical mass of transformational health leaders in an equitable way. For “Motivation to come and stay, motivation to leave, personality traits of rural doctor,” Handoyo et al. interviewed 35 rural doctors. The article discussed mobility drivers and personality traits of rural doctors that may be considered in recruitment and trading.

Gopichandran et al. describe how using photography motivated students in exploring social determinants of health in “A picture speaks a thousand words: Using participant photography in environmental pedagogy for medical student,” a Practical Advice paper. Strengths and weaknesses of the toxic tour with participant photography method are discussed to improve public health education. “A time-efficient model of spreading health awareness which also provides good experiential learning to medical students” describes how medical students use the hospital premises to improve their skills in providing health education to patients efficiently.

Letters to the Editors: In “Falling prey to an Impact factor craze,” Juyal et al. pinpoint the weakness of journal impact factors and the importance of the Declaration on Research Assessment (DORA) to look for improvements. Amamri highlights in “Where do medical student authors submit their work?” the challenges that students face in publishing research. Education for Health and the Student Network Organisation (SNO – the student arm of The Network: TUFH) support students in this quest, described in a response to this letter from De Kempeneer, Woollard and Avelino.

“What will happen after withdrawal of the candy from the lecture?” is a response to “Candy lectures: Can incentive improve the quality of student preparation in clinical lectures?” In this piece, the authors urge the reader to look at the importance of self-determination of students and providing an autonomy-supportive environment during education. In “Immigration of dental workforce – changing global trends,” Shetty et al. discuss the complexity of immigration issue of dentists which needs a long-term analysis and solution with the aid of global agencies. Ahmed et al. did “Analysis of biomedical publications in Libya from 2003–2013”. Their final conclusions are that improving biomedical research output in Libya is essential but needs both national scientific and health infrastructure, but also international research collaborations.

We believe that these articles meet the goals of the journal to disseminate work about health professions' education that leads to improved health and health care delivery. Please let us know whether these articles help you in your own educational and scholarship efforts.