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Call for papers - Promoting health and well-being in lifelong medical education

Guest Editors:
Zhuan Bian: Wuhan University, China
Lin-Lin BuWuhan University, China
Blossom Yen-Ju LinChang Gung University, Taiwan

Submission Status: Open   |   Submission Deadline: 24 May 2024 


BMC Medical Education is calling for submissions to our Collection on promoting health and well-being in lifelong medical education. This Collection will focus on pedagogical methodologies that cater to the physical and mental health of medical students and clinicians, in order to help foster an optimal learning environment and work-life balance. We seek to provide a platform for researchers, educators, and clinicians to share their insights, experiences, and evidence-based practices that cultivate positive, supportive learning environments, promote physical and mental well-being, and bolster the resilience of medical students and clinicians.

New Content ItemThis collection supports and amplifies research related to SDG 3: Good Health and Well-BeingSDG 4: Quality Education

Meet the Guest Editors

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Zhuan Bian: Wuhan University, China

Zhuan Bian, an Emeritus Dean of the School of Stomatology, Wuhan University, is a nationally distinguished teacher, professor, and doctoral supervisor. He’s served in prestigious roles including Executive Council Member of the International Association for Dental Research (IADR) (2015-2018) and Executive Chairman of IADR's China branch since 2009. He led the Oral Medicine Education Committee of the Chinese Stomatological Association from 2016-2019, and has been a long-standing member of the Oral Medicine Discipline Review Group of the Degree Committee of the State Council. Professor Bian’s experience spans clinical work, research, and medical education, with substantial influence domestically and internationally.

Lin-Lin Bu: Wuhan University, China

Lin-Lin Bu is an Associate Professor and Associate Chief Physician at the Department of Oral & Maxillofacial - Head Neck Oncology, School and Hospital of Stomatology, Wuhan University, China. He has extensive experience in the field of undergraduate and postgraduate medical education. Concurrently, as a surgeon and researcher, his research pursuits encompass the treatment of head and neck cancer and the intricacies of jawbone reconstruction, the exploration of the immunology of head and neck cancer, and the potential of biomimetic drug delivery platforms at the intersection of medicine and engineering.

Blossom Yen-Ju Lin: Chang Gung University, Taiwan

Blossom Yen-Ju Lin is a Professor at Department of Medical Humanities and Social Sciences, School of Medicine, Chang Gung University, Taiwan. She received her Ph.D. at the Program of Health Services Organization and Research at Medical College of Virginia, Virginia Commonwealth University, USA. Her research interests include health care organizational theory and design, health care organizational behaviour, medical education and continuing medical education, and health services research. She currently serves as the Senior Editorial Board Member of BMC Medical Education and the Editorial Advisory Board Member of Health Care Management Review (HCMR) Journal. In the academy of medical education research, she has been devoted to the researches identifying the factors related to  workplace well-being of medical students, junior doctors, residents, and physician given her expertise of organizational theory and behaviors in health care.

About the collection

BMC Medical Education is calling for submissions to our Collection on promoting health and well-being in lifelong medical education. Medical education is demanding and characterized by significant academic workloads and rigorous theoretical training. This intensity often leads to learning fatigue and increased stress among medical students, negatively affecting both their learning and mental health. Similarly, practitioners are pressured to continuously enhance their knowledge and skills to meet patients’ treatment expectations. Therefore, it is essential to explore pedagogical methodologies that cater to the physical and mental health of medical students and clinicians, in order to help foster an optimal learning environment and work-life balance.

This Collection aims to gather scholarly contributions that investigate innovative pedagogical methods and interventions designed to enhance the health and well-being of medical learners throughout their education journeys. We seek to provide a platform for researchers, educators, and clinicians to share their insights, experiences, and evidence-based practices that cultivate positive, supportive learning environments, promote physical and mental well-being, and bolster the resilience of medical students and clinicians.

We invite submissions of original research articles, reviews, methodologies, commentaries, and perspective pieces on topics including, but not limited to, the following:

  • Novel teaching approaches that balance instructional quality with the physical and  mental health of students.
  • Strategies to address academic stress, burnout, and learning fatigue among medical students and post-graduation learners.
  • Research into the causes of learning fatigue at different stages of medical education.
  • Integration of mental health education within graduate medical programs.
  • Creation of positive learning environments prioritizing the overall health and well-being of medical learners.
  • Approaches to tackle challenges associated with lifelong learning in medical education.
  • Emerging technologies that enhance instructional quality, mitigate educational disparities, and promote the health of medical learners.
  • Evaluation and discussion of the impact of distinctive regional or national medical education models and policies, including those specific to medical specialties, on the holistic health of learners.

This collection supports and amplifies research related to SDG #3: Good Health and Well-BeingSDG #4: Quality Education.

Image credit: Rene La/peopleimages.com / stock.adobe.com

  1. As physician distress rises, medical schools must provide programs to counter such distress at the earliest stages of training. Mindfulness training (MT) is one intervention that can alleviate stress during me...

    Authors: Chloe Zimmerman Gunsilius, Malena M. Price, Scott L. Rogers, Ellen Flynn and Amishi P. Jha
    Citation: BMC Medical Education 2024 24:182

Submission Guidelines

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This Collection welcomes submission of original Research Articles. Should you wish to submit a different article type, please read our submission guidelines to confirm that type is accepted by the journal. Articles for this Collection should be submitted via our submission system, Snapp. During the submission process you will be asked whether you are submitting to a Collection, please select "Promoting health and well-being in lifelong medical education" from the dropdown menu.

Articles will undergo the journal’s standard peer-review process and are subject to all of the journal’s standard policies. Articles will be added to the Collection as they are published.

The Editors have no competing interests with the submissions which they handle through the peer review process. The peer review of any submissions for which the Editors have competing interests is handled by another Editorial Board Member who has no competing interests.