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Open research questions in Innovations in Medical Education

1,265 gap statements mined from Innovations in Medical Education papers in our 7.9M-paper local library, which holds 10,076 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

Choosing where to publish on Innovations in Medical Education? See the ranked Medicine journals.

What the literature leaves open

  • Medical students' limited exposure to role models who explicitly demonstrate preventive care. The underrepresentation of preventive actions in daily clinical practice. The lack of recognition and articulation of clinicians' own preventive efforts as role modeling opportunities.

    Being a role model for preventive action · 2026 · DOI

  • There is a lack of integration of mental health promotion into the formal curriculum in Latin America. Institutional responses to mental health concerns in medical education have been largely reactive and individual-centred. There is a need for preventive, population-level strategies embedded in the educational environment.

    Reflective seminars for the promotion of mental health in medical education: a qualitative model in a Latin American context · 2026 · DOI

  • The need for a valid and reliable method for assessing the complexity of clinical cases for educational purposes. The lack of a standardized approach for evaluating the complexity of clinical cases. The importance of managing cognitive load and supporting the development of clinical reasoning in medical education.

    Visual Complexity Assessment of Clinical Cases Using Health Issue Network Diagrams: Validation of a Method to Support Progressive Case-Based Learning · 2026 · DOI

  • The need to reduce the data-reporting burden on trainees and maximize instructor-trainee contact time was a challenge addressed by the SEAM framework.

    The Curriculum in IDD Healthcare (CIDDH) eLearn Course: Evidence of Continued Effectiveness Using the Streamlined Evaluation and Analysis Method (SEAM) · 2024 · DOI

  • The lack of training for medical professionals to treat the unique healthcare needs of people with intellectual and developmental disabilities. The need for a more accessible approach to evaluation for the Curriculum in IDD Healthcare eLearn course. The gap in evaluating the effectiveness of the course's transition from in-person didactic instruction to self-paced online trainings.

    The Curriculum in IDD Healthcare (CIDDH) eLearn Course: Evidence of Continued Effectiveness Using the Streamlined Evaluation and Analysis Method (SEAM) · 2024 · DOI

  • While evidence-based practices for post-graduate committees have been described, research and standards are lacking in undergraduate medical education.

    Inside Their Minds: A Multi-Institutional Exploration into the Decision-Making of Medical School Competency Committee Members · 2026 · DOI

  • However, little is known about how GP trainees themselves experience and navigate their learning in hospital settings.

    Learning Away from Home. A Qualitative Study of General Practice Trainees’ Educational Experiences in Hospitals · 2026 · DOI

  • Medical students are increasingly expected to navigate uncertainty, emotional complexity, and value conflicts, yet little is known about how behavioral science education fostered these capacities.

    How Time, Narrative, and Discomfort Shape Learning: A Realist Evaluation of Behavioral Science Education for Medical Students · 2026 · DOI

  • However, little is known about the development of self-monitoring accuracy over time.

    Self-Monitoring Accuracy over Time for a Complex Diagnostic Skill · 2026 · DOI

  • However, the assumption that CBHPE naturally leads to more equitable outcomes has not been thoroughly examined.

    CBE and the Missing ‘E’: Making Competency-Based Education an Equitable Framework for Global Health Professions Education · 2026 · DOI

  • The Bridge-in, Learning Outcomes, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) model integrated with blended learning (BL) represents an innovative educational approach, but its effectiveness in EOB training remains unexplored.

    Application of the BL-BOPPPS Model in Electric Operating Bed Training for Operating Room Nurses · 2026 · DOI

  • Refresher training has been proposed as a strategy to support long-term retention of procedural teaching skills; however, such training is currently lacking and its impact remains unclear.

    Time to Refresh: Design and Evaluation of Refresher Training to Sustain Procedural Teaching Skills · 2026 · DOI

  • However, there is a critical gap in understanding how patient involvement is conceptualized and operationalized within assessment practices.

    Patients’ Voices and the Assessment of Medical Trainees: A Discourse Analysis · 2026 · DOI

  • Although Open science initiatives aim to address these challenges, their role in undergraduate medical education remains underexplored.

    Open Science in Undergraduate Medical Education: An International Framework for Transparency, Responsibility, and Professional Identity Formation · 2026 · DOI

  • This is happening within a landscape of limited evidence,5 6 growing concerns about ethics and substandard care,7–13 and a lack of clear standards and accountability.

    When students run the clinic, who’s watching? A call for a framework to evaluate student-run clinics · 2026 · DOI

  • Future research should examine longitudinal learning processes, scalability through virtual or regional models, and inclusion of perspectives from low- and middle-income countries to strengthen equity and sustainability.

    Learning planetary health through international & interprofessional education: a qualitative study of student reflections · 2026 · DOI

  • Future research should address long-term knowledge retention, equity across contexts, and cost-effectiveness to guide broader adoption.

    Active learning in diabetes education for health professions students: a narrative synthesis of effectiveness and implementation considerations · 2026 · DOI

  • In Japan, where the National Medical Examination is a critical summative assessment, evidence regarding the influence of clerkship type on examination outcomes is lacking.

    Impact of longitudinal integrated clerkships on national medical licensing examination (Japan) performance · 2026 · DOI

  • Previous studies have demonstrated educational advantages of LIC and its stable performance in institutional assessments; however, its impact on high-stakes national licensing examinations remains to be elucidated.

    Impact of longitudinal integrated clerkships on national medical licensing examination (Japan) performance · 2026 · DOI

  • It notes that prior research has focused on satisfaction, logistics, or technological aspects, rather than the experiential and interpersonal dimensions of psychiatric training.

    Beyond the screen: trainees’ perspectives on international online child psychiatry training · 2026 · DOI

  • Developing a standardized framework that meets the needs of various stakeholders.

    Defining competency frameworks for undergraduate and graduate pharmacology education in Canada · 2026 · DOI

  • Flipped classroom results were mixed, with effectiveness dependent on learner preparation and integration with experiential components.

    Active learning in diabetes education for health professions students: a narrative synthesis of effectiveness and implementation considerations · 2026 · DOI

  • Further research could explore the long-term effects of online educational meetings on trainees' professional development, - Investigating the impact of online formats on trainees from different training contexts…

    Beyond the screen: trainees’ perspectives on international online child psychiatry training · 2026 · DOI

  • Investigate the impact of leadership training on patient outcomes, - Explore the relationship between leadership competence and academic performance in different medical…

    Assessment of leadership competence among medical students in Saudi Arabia using the MeLeCoS scale: a cross-sectional study · 2026 · DOI

  • Further research could explore the use of the HIN approach in different educational settings, - The study could be replicated with a larger sample of physicians, - Future research could investigate the use of the HIN approach in conjunction with other educational…

    Visual Complexity Assessment of Clinical Cases Using Health Issue Network Diagrams: Validation of a Method to Support Progressive Case-Based Learning · 2026 · DOI

Most-cited papers in Innovations in Medical Education

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Open questions raised by papers listed on this page include: (1) The lack of recognition and articulation of clinicians' own preventive efforts as role modeling opportunities (“Being a role model for preventive action”, 2026); (2) There is a lack of integration of mental health promotion into the formal curriculum in Latin America (“Reflective seminars for the promotion of mental health in medical education: a…”, 2026); (3) The lack of a standardized approach for evaluating the complexity of clinical cases (“Visual Complexity Assessment of Clinical Cases Using Health Issue Network…”, 2026); (4) While evidence-based practices for post-graduate committees have been described, research and standards are lacking in undergraduate medical education (“Inside Their Minds: A Multi-Institutional Exploration into the Decision-Making…”, 2026); (5) Little is known about how GP trainees themselves experience and navigate their learning in hospital settings (“Learning Away from Home. A Qualitative Study of General Practice Trainees’…”, 2026). 1,265 gap statements have been mined from Innovations in Medical Education papers in our 7.9M-paper local library, which holds 10,076 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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