Impact Factor
3.86
Journal Citation Impact
Estimated influence, citation density, publishing volume, and citation integrity from the analytics table.
Citation rate
5.14
652 total citations
h5-index
30
h5 depth signal
Cited share
87.7%
114 of 130
Total citations
652
Citation footprint
Metric signal
5.24
External metric anchor
Self-citation
4.1%
27 self-citations
Citations Trend
Monthly Publications Cadence
Citing Geographic Demographics
United States
277
Canada
262
Netherlands
209
United Kingdom
89
Australia
39
Citing Fields of Research
Patient Care
581
Education & Pedagogy
272
Health Education & Remote Healthcare
156
Healthcare Policy
89
Scientometrics & Research Ethics
68
Publishing Activity & Reach
Volume, recency, access pattern, and citing-community signals from the journal analytics record.
All-time article footprint
1,027
Articles tracked across the journal lifetime
Indexed publication set
130
114 cited publications
Last 12 months
102
8.5 publications/month
Open access share
99.0%
101 OA publications in the last year
Leading citing country
United States
277 citing publications
Leading citing field
Patient Care
581 citing publications
Latest tracked publication
1 October 2026
10 recent records available
Coverage & Indexing History
v7n1, Feb. 2018-
v1, 2012-
Active Coverage
Research Focus & Classification
Indexed Subjects
Patient Care
Issuing & Sponsoring Bodies
Contributor
Nederlandse Vereniging voor Medisch Onderwijs
Broad Categories
Education
Patient Care
Education & Pedagogy
MeSH Descriptors
Education, Medical
Education, Professional
Latest Publications
Recent article records with DOI-first linking and condensed abstracts.
01
DOI 10.5334/pme.1757
Open DOI
Transforming Clinical Education While Addressing System Gaps: Student Leadership Experiences (SLEs)
Health and social care systems are increasingly characterized by complexity, resource constraints, and evolving service demands, requiring educational models that prepare learners to navigate and lead within dynamic environments. Student...
02
DOI 10.5334/pme.2600
Open DOI
Open Science in Undergraduate Medical Education: An International Framework for Transparency, Responsibility, and Professional Identity Formation
Concerns about reproducibility, transparency, and research waste have intensified debates about trust in medical research and health-related sciences. Although Open science initiatives aim to address these challenges, their role in under...
03
DOI 10.5334/pme.2551
Open DOI
CBE and the Missing ‘E’: Making Competency-Based Education an Equitable Framework for Global Health Professions Education
It is generally assumed that competency-based health professions education (CBHPE) is a positive and ongoing educational reform. However, the assumption that CBHPE naturally leads to more equitable outcomes has not been thoroughly examin...
04
DOI 10.5334/pme.2573
Open DOI
Systems Thinking: Identifying Leverage Points for Achieving a Continuum of Competency-Based Health Professions Education
Competency-based education is widely endorsed in health professions education (CBHPE) as an outcomes-focused approach to ensuring that all graduates demonstrate the competencies needed to improve patient and population health. Despite ad...
05
DOI 10.5334/pme.2580
Open DOI
Competency-Based Health Professions Education in Evolution: Challenges and Adaptations After Implementation
Health professions education is experiencing a paradigm shift, from a focus on the structures and processes of education to a focus on the outcomes health professionals must demonstrate to meet the healthcare needs of the public served. ...
06
DOI 10.5334/pme.2592
Open DOI
Assessment Fit for (More Than One) Purpose? Reconciling the Dual Purposes of Assessments in Competency-Based Health Professions Education
Assessments serve several purposes in competency-based medical education (CBME) and competency-based health professions education (CBHPE) programs. These purposes are commonly termed ‘assessment for learning’ and ‘assessment of learning....
07
DOI 10.5334/pme.2593
Open DOI
Validity in the Era of Competency-Based Health Professions Education: Tensions and Potential Solutions
Assessment in health professions education has evolved dramatically in the past hundred years. The way in which we conceptualize validity has also required evolution, particularly in the era of competency-based health professions educati...
08
DOI 10.5334/pme.2603
Open DOI
The Faculty Development Paradox: Applying Competency-Based Education Principles to Faculty Development
Competency-based health professions education (CBHPE) has transformed learner education through explicit competencies, sequenced progression, direct observation, coaching, and programmatic assessment. However, faculty development—the mec...
09
DOI 10.5334/pme.2628
Open DOI
Approaches to the Evaluation of Competency-Based Health Professions Education Implementation from Around the Globe
Competency-based health professions education (CBHPE) is in various stages of implementation around the globe. While program evaluation is essential to drive improvement, adaptation, and the evolution of CBHPE, it may be intimidating for...
10
DOI 10.5334/pme.2417
Open DOI
Why Controlling Teaching Persists in Medical Education: A Self-Determination Theory Perspective
Autonomy-supportive teaching is widely promoted in medical education for its benefits to learner motivation and well-being. Yet many learners continue to experience clinical education as controlling, even in environments that explicitly ...
Bibliographical & Catalog Notes
Print issues ceased with v. 3, no. 2 (2014).
Also issued online.