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November 17, 2017
Call for papers by GMS Journal for Medical Education for its special issue on clinical reasoning

Making decisions in the clinical setting has attracted the attention of the scientific community and public, due to the perceived high rate of error in clinical practice. In addition, it is increasingly becoming a topic in post-licensure training and post-graduate education. Determining a diagnosis is a central component of clinical reasoning and an important pre-requisite for successful problem solving in the professional medical setting. The act of diagnosing can be understood as the targeted gathering and synthesis of case specific information for the purpose of reducing uncertainties when making medical decisions.
A special issue of GMS Journal for Medical Education (JME) will be published addressing this important topic.

This call for papers is directed in particular toward the members of the GMA committees on error management and patient safety, new media in medical education, practical skills and post-licensure medical training, and for all other authors working in this area who are not actively serving on a GMA committee. International networks will be invited to submit contributions in English for this special issue.
The special issue will also contain an article on evidence-based curricular implementation of the NKLM and NKLZ learning objectives (National Competency-based Catalogues for Undergraduate Medical and Dental Education), with particular focus on the NKLM chapters 6, 13, 14c, 15 and 16. Furthermore, the issue is intended to provide a critical basis for designing and implementing longitudinal clinical reasoning curricula at medical schools and in post-graduate training and education.
GMS Journal for Medical Education (JME) is calling for submissions (original papers, short papers, project reports and overviews) that present and evaluate innovative teaching strategies, specific programs, current initiatives, or entire curricula dealing with various aspects of clinical reasoning. Needs assessments and systematic literature surveys are also welcome. Papers that evaluate academic courses should explicitly identify the underlying learning objectives.
Papers may refer to any aspect of undergraduate study, post-licensure training, or post-graduate education in medicine. Submissions with an interprofessional focus are particularly welcome if medical students or physicians were part of the study’s target group. Papers presenting unexpected results will also be considered for publication. Submissions may be made in German or English. Any papers selected for publication will need to be translated into the other language after acceptance. We are looking forward to receiving a wide variety of interesting papers, including those from non-German-speaking countries.

The deadline for submitting papers for the special issue is 15th of April 2018. General inquiries on whether or not a paper may be suitable for publication in this special issue can be sent to Mr. Martin Fischer. Manuscripts may be submitted through MOPS (Manuscript Operating System) or sent directly to During submission please indicate that your manuscript is intended for the special issue on clinical reasoning.
Before submitting a manuscript please read the information for authors of the GMS Journal for Medical Education and adhere to these guidelines.

The number of papers that can be published in the special issue is limited. All submissions will undergo the usual review process followed by the GMS Journal for Medical Education, which shall be organized by the special issue’s editor and guest editor.
Submissions that are not selected for publication in the special issue have the possibility of appearing in one of the regular issues of GMS Journal for Medical Education. The final decision on publication shall be made by the editorial board.

We are looking forward to receiving your submission!


Martin R. Fischer and Frank Fischer
(Special Issue Editors, LMU Munich)

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