Call for Papers - Extended until August 31!

The CMEJ invites papers that engage with questions and perspectives related to the topic of distributed medical education (DME) for an upcoming peer reviewed special issue of CMEJ. We invite authors to consider practical and/or theoretical, methodological, and empirical papers specific to DME research and/or pedagogy inclusive of those that concern regional medical campuses (RMC). We are particularly interested in papers that highlight Canadian contributions to and dimensions of DME/RMC.  Some general thematic categories of interest include:

Social accountability contexts:

  • Why did Canadian medical educators become interested in and engaged with DME and how well have we done with issues like physician recruitment to rural and remote communities?
  • Have Canadian approaches to DME impacted medical education locally and/or internationally and if so how?
  • Has the development of regional medical campuses impacted on the socio-economic fabric of the communities which host RMC’s?
  • Are there governance models that are more appropriate for certain forms of DME programs and what are the optimal conditions for their success?
  • Are there any data yet to show that the health of the affected communities has been improved because of DME?

Learner issues:

  • How are learners recruited to study/train in DME locations? Are there branding issues that help/hinder this process?
  • Does the location of one’s study/training impact their ability to be properly supported if they are considered an under-represented/minority learner and/or someone with special needs?
  • Is there a need to take special measures to ensure that learners in DME sites are properly supported and in accordance with accreditation standards?
  • Are there identifiable differences between students who have had DME experiences and those who have not in terms of academic performance, CaRMS matches and/or other characteristics such as person-centeredness, and empathy?

Faculty issues:

  • How are faculty recruited to teach at DME sites and are there special provisions/inducements to ensure they are retained as medical educators in distributed locations/regional campuses?
  • Are there innovative ways to ensure faculty at DME sites are evaluated especially given the lower number of learners and the need for confidentiality?
  • When faculty at distributed medical education sites are interested in being mentored, how is this addressed?
  • If there an academic pathway for DME faculty, how is it structured and how are DME faculty supported?

Ontological and epistemological considerations:

  • What kinds of scholarship and research do DME require and enable?
  • What kind of theories and methodologies do we need to draw from or develop to better understand DME effects on medical education?
  • How does DME challenge our notions of quality and program evaluation?
  • Are there affordances available in the DME initiatives that are not available via medical schools’ main campuses?

The special issue will support submissions in a variety of formats and styles from personal narratives, descriptive studies, program evaluations, brief reports, major research studies and theoretical philosophical discussions. Authors may refer to our policies and guidelines at . Unconventional formats should be a reasonable length (shorter is better) for the purpose and format of the article. Guidelines for the regular formats can be found on the CMEJ web site.

To be considered for the special issue please submit your manuscript for review by the new deadline of August 31, 2017.

Submissions that are received after the August 31st deadline will be considered but all submissions will be processed in the order they are received. Please indicate if you want your submission considered for the special issue on DME.

Please note that we are not limited to a fixed number of articles for publication: all high quality submissions will be considered for publication either in the Special Issue itself (or a supplement if necessary) or in one of our regular issues.

To facilitate the peer review process, authors will be expected to review at least one other submission.

Authors may contact our editorial staff at for direction, guidance on the length, and other questions.