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Open research questions in Innovations in Medical Education

960 unresolved questions extracted from the limitations and future-work sections of 5,963 Innovations in Medical Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Small sample size of 50 HM groups, - Limited response rate of 62%, - Lack of performance metrics for DOEs, - Limited information on the specific roles and responsibilities of DOEs

    Defining the Director of Education in hospital medicine: A cross‐sectional descriptive study · 2026 · DOI

  • Further study on the impact of the DOE role on HM groups, - Investigation of the effectiveness of different DOE structures and expectations, - Research on the development of performance metrics for DOEs, - Examination of the relationship between DOEs and HM faculty educators

    Defining the Director of Education in hospital medicine: A cross‐sectional descriptive study · 2026 · DOI

  • The paper identifies challenges in conducting accreditation science, including the lack of transparency and limited availability of data. The authors argue that accreditation science requires investigator autonomy and freedom to report findings, even if they may not be desirable from the perspective of the accrediting body. The paper highlights the challenge of creating a marketplace for accreditors that enables schools and host governments to choose the best value proposition without compromising the interests of students and the public.

    Accreditation science—the need for evidence to guide the global expansion of medical education accreditation · 2026 · DOI

  • Investigating how accreditation judgments are made, - Examining the economics of accreditation and international accreditor marketplaces, - Researching social accountability and globalization in accreditation

    Accreditation science—the need for evidence to guide the global expansion of medical education accreditation · 2026 · DOI

  • The lack of understanding of what constitutes impact in Health Professions Education (HPE). The need for HPE researchers to establish how impact can be measured and demonstrated. The importance of considering impact at the initial planning and design of research studies.

    When I say … impact in health professions education research · 2026 · DOI

  • The gap between the intended design of CBME and the lived experiences of trainees and physicians. The lack of a learning-centred education that makes learners' experiences visible, interpretable, and protected. The focus on documentation rather than meaningful assessment practices during CBME implementation.

    Cracks and lights of assessment implementation in competency‐based medical education · 2026 · DOI

  • Abstract Introduction Postgraduate professional education (PPE), defined as post-medical school education other than residency and fellowship training, is used within the Military Health System (MHS) to support physician development and offers the potential to promote retention, yet its effectiveness in promoting both of these outcomes remains unclear.

    Postgraduate Professional Education Beyond Clinical Training Among Military Physicians: Career Benefits and Association with Likelihood of Retention · 2026 · DOI

  • The basic framework behind PME requires collecting data on each individual learner, identifying gaps in knowledge, and then applying direct educational interventions.

    Implementation of the Personalized Automated Reading Delivery System as a Component of Precision Medical Education: Prospective Crossover Study · 2026 · DOI

  • However, little is known about how these units have evolved over the past 15 years.

    Functions, challenges and opportunities of health professions education units in Africa: a qualitative study across Eastern, Southern and Western regions · 2026 · DOI

  • Despite curricular advances, the ways in which clinicians implement health systems science knowledge in everyday clinical practice, health systems thinking, remains understudied.

    Understanding health systems thinking in medical education: qualitative interviews with expert clinicians · 2026 · DOI

  • Yet, validated evaluation instruments aligned with outcome-based education (OBE) frameworks remain scarce.

    Development and validation of a competency-based evaluation framework for clinical medical trainees in the era of artificial intelligence: a mixed-methods study in China · 2026 · DOI

  • Although the teaching hospital comparison has been widely invoked in PDS scholarship, it has rarely been examined in relation to how teaching hospitals are actually studied, organized and experienced.

    Reexamining the teaching hospital analogy: implications for professional development school research · 2026 · DOI

  • Teaching hospital research consistently reports mixed results across traditional performance indicators, while simultaneously emphasizing intentionally structured systems for clinical learning, mentoring, professional role development and research integration.

    Reexamining the teaching hospital analogy: implications for professional development school research · 2026 · DOI

  • Outcome-Based Education (OBE) and online-offline blended teaching are promising innovative models, but head-to-head multicenter evidence comparing their effectiveness in nuclear medicine nursing education is lacking.

    Effectiveness of OBE-oriented and online-offline blended teaching versus traditional lecture-based teaching in nuclear medicine nursing education: a multicenter prospective comparative study · 2026 · DOI

  • In addition, little is known about how generational differences shape expectations of professional conduct in healthcare.

    From duty to dialogue: the evolution of professional trust across two generations in Mauritius · 2026 · DOI

  • Simulation-based education (SBE) addresses challenges curriculum reform has uncovered, like lack of standardization in bedside teaching.

    Applying state-of-the-art artificial intelligence to grading in simulation-based education: assessment, feedback, and ROI · 2025 · DOI

  • This highlights the need for expansion of similar approaches in the other medical schools to address the gaps in research and the dearth of skilled clinician-educators.

    Medical education, reflections and perspectives from South Africa: a review · 2025 · DOI

  • This scoping review aims to map the existing literature on personalised learning in health sciences higher education, identifying key concepts, gaps in knowledge, and areas for future research.

    Personalised learning in higher education for health sciences: a scoping review · 2025 · DOI

  • However, the implementation and effectiveness of personalised learning strategies in health professions higher education remain unclear.

    Personalised learning in higher education for health sciences: a scoping review · 2025 · DOI

  • Teaching and assessment face challenges such as the lack of standardized definitions, time constraints, cultural resistance, and inconsistencies in evaluators' judgments.

    Assessment of professionalism in undergraduate and graduate medical education: a scoping review · 2025 · DOI

  • Its importance is often overlooked because of implicit teaching and inconsistent evaluations arising from a lack of standardized definitions and assessment tools.

    Assessment of professionalism in undergraduate and graduate medical education: a scoping review · 2025 · DOI

  • This study addresses the research gap in understanding the relationship between hidden curriculum components and professional adaptability among medical students at Jundishapur University of Medical Sciences.

    The impact of hidden curriculum factors on professional adaptability · 2025 · DOI

  • INTRODUCTION: The benefits of Early Clinical Exposure (ECE) in medical education are often stated but there is limited evidence on how to effectively maximize its learning value.

    Investigating the learning value of early clinical exposure among undergraduate medical students in Dubai: a convergent mixed methods study · 2025 · DOI

  • However, in Latin America, a region with limited resources, the implementation and quality of OSCEs remain underexplored despite their increasing use.

    Advancing the assessment of clinical competence in Latin America: a scoping review of OSCE implementation and challenges in resource-limited settings · 2025 · DOI

  • Despite its importance, there is limited research on the specific aspects of professional identity that develop during different stages of medical training.

    Exploring aspects of medical students’ professional identity through their reflective expressions · 2025 · DOI

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960 open questions have been extracted from the limitations and future-work passages of 5,963 Innovations in Medical Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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