The aim of this special issue is to bring together results stemming from research of education experts, medical teachers, medical informaticians and engineers, academics and health professionals in order to provide a contemporary snapshot of emerging themes when it comes to transforming and modernising medical curricula. Emphasis is placed upon how new methods of evolving pedagogies, such as scenario-based learning and problem based learning and virtual patients, may be used as vehicles to drive curricular changes in medical teaching institutions.

Original and well-focused papers presenting previously unpublished work will be considered. However, a few viewpoint/review papers are also welcome. A rapid review process will take place within a maximum of 2 months. Final papers are supposed to be published in June 2016.

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