An Amazing Publishing Opportunity for the MedEdMentor Global Community

I want to share an exciting opportunity that feels tailor-made for our MedEdMentor community. It's a chance to publish in a high-impact international journal that's actively seeking the kinds of voices and perspectives we champion here. Teaching and Learning in Medicine (TLM) is inviting concept proposals for a special issue that is focused on highlighting health professions education (HPE) practices around the world, specifically from countries that are underrepresented in our literature.

Now, to be fully transparent, I am one of the action editors for this special issue because this is an area that is near and dear to my heart. Helping to lift up voices from scholars we don’t often get to hear from is a main motivation for the creation of MedEdMentor. So, volunteering to support this special issue was an easy choice. But, this issue will only be as good as the submissions received, and that is where all of you come in. At the end of this post are the specific details, but here are the highlights:

If you do read the entire call for submissions below, you will see that they suggest looking at MedEdMentor as a potential resource to help you prepare your submission. I, of course, think that is a wonderful idea! This opportunity perfectly aligns with MedEdMentor's mission to promote universal HPE scholarship. Here are some specific ways our platform can support your submission:

• Background Research - Use our HPE-specific literature search to build a solid foundation for your submission. Make sure your work connects to what already exists in our field and helps us to grow beyond that.
• Finding Theories - Whether you use our theory database or our AI-powered theory suggester, finding theories, frameworks, or models to help frame and support your work is essential. And, if what you are able to find doesn’t exactly fit in your context, that’s perfect! That’s what this call for submissions is all about. Help the field understand how the theories that exist now are helpful, and where they fall short in specific environments.
• Supporting your Scholarship - As you work on your submission, consider using MedEdMentor AI—a custom GPT designed to serve as a guide for HPE scholarship. Bounce ideas off of it. Ask it for feedback on your writing. Suggest that it act as a peer reviewer and critique your draft so that you can strengthen your arguments. These are just a few of the many ways this tool can help you submit your best work possible.

I do very much hope that you all take this special opportunity to send in a proposal. Interacting with many of you over the past few years has proven to me how many amazing ideas are out there that aren't making their way into the broader field. We can see from MedEdMentor's usage patterns that people from over 100 countries are using it monthly. Now is your chance to share your amazing work. As one of the action editors of this special issue of Teaching and Learning in Medicine, I can't wait to read what you all are working on.

And if you have questions about the submission process or how MedEdMentor might help with your proposal, don't hesitate to reach out by emailing me at: geoff@mededmentor.org

Good luck, and have fun!

HPE theories, frameworks, and practices used predominantly today were largely developed in a limited number of contexts, primarily in the "Big 5" countries (USA, UK, Canada, Australia, and the Netherlands). Their application outside of their original contexts often requires adaptation, innovation, and sometimes entirely new approaches to address local educational objectives. These application experiences are not currently well represented, captured, or understood in the HPE literature.

With this special issue, we invite the field to widen its perspective and understanding of HPE scholarship in situ. We recognize the value of collaborators working in solidarity with colleagues from URiHPE contexts and aim to provide a platform for a global set of voices to participate in shaping the future of our field.

We welcome submissions from medicine, nursing, dentistry, pharmacy, and other allied health professions education that fit into two broad categories:

1. Local Innovations - Unique educational approaches developed and implemented to address challenges specific to the local context
2. Context-Sensitive Adaptations - Adaptations of existing theories, frameworks, and practices to fit educational environments outside of the "Big 5"

Expanding upon the two broad categories listed above, we welcome submissions that explore, but are not limited to, the following areas:

• Innovations in Pedagogy: Creative teaching approaches developed to address resource constraints, cultural considerations, or unique environmental factors
• Curriculum Development: Context-specific curriculum designs that respond to local healthcare and/or educational priorities
• Educational Problem-Solving: Creative solutions to educational challenges that might not have been considered in dominant HPE literature
• Theory Development: Novel theoretical frameworks or approaches developed to address educational needs or objectives specific to local contexts
• Theory Application: Adaptations of existing theories or frameworks to fit specific contexts, objectives, or needs
• Methodology Adaptation: Modifications to research methodologies to be context-sensitive and appropriate for particular educational environments
• Assessment Adaptations: Modifications to assessment tools or frameworks to better serve local objectives or needs
• Faculty Development/Continuing Professional Development: Grassroots or contextually adapted approaches to supporting educator growth and development

Lead authors must be from countries outside the "Big 5" (USA, UK, Canada, Australia, and the Netherlands), though co-authors may be from any country. For submissions with more than 2 authors, at least 2 authors must be from countries outside the “Big 5.”

• Authors of selected proposals will be invited to submit full manuscripts
• Manuscripts should follow TLM's Instructions for Authors for the three featured article types: Educational Case Reports, Observations, and Traveling Concept
• Invited submissions will have the opportunity to publish their manuscript in both English and another language of their choosing. The second language version will be published as supplemental materials.

• Mentorship Program: Optional editorial coaching will be available for early-career scholars or those less familiar with academic publishing processes
• Flexible Review Process: The action editors will work closely with authors throughout the review and revision process
• Online Resources: We encourage authors seeking resources for theoretical development of their manuscript to consider visiting MedEdMentor.

This special issue emphasizes the importance of authentic voice in sharing educational experiences. We invite authors to:

• Share candidly about challenges faced when implementing approaches developed in different contexts
• Discuss the cultural, resource, or institutional factors that necessitated adaptations
• Challenge dominant paradigms by introducing new ways of knowing and doing
• Share lessons learned that could benefit educators in similar contexts

The action editors recognize their positioning relative to this work and are committed to supporting authors in communicating their important insights while meeting the journal's quality standards.

We recognize that AI is a helpful tool for authors of HPE scholarship. We encourage critical use of AI as writing support, which can improve writing quality and clarity. We expect that humans will be the primary authors of all submissions (paper concepts and full manuscripts), and that AI use will be restricted to polishing writing quality and limited research support. All use of AI should be disclosed in all submissions. AI must not be included in the author list.

• Call for paper concepts release: July 2, 2025
• Deadline for paper concepts: September 8, 2025 (23:59 Central Time, Chicago)
• Decisions on paper concepts: September 29, 2025
• First draft invited manuscripts due: December 1, 2025
• Decisions on first draft invited manuscripts: March 2, 2026
• Second draft invited manuscripts due: May 4, 2026