BMC Medical Education calls for submissions to our Collection, Gamification and virtual reality in medical education and healthcare professions - Part II. Fueled by the COVID-19 pandemic, digital teaching formats enhanced by interactive elements have received growing attention from higher education institutions worldwide. While the inclusion of game-based elements (‘gamification’) appears feasible in a number of contexts other than the healthcare sector, virtual reality appears to be especially appealing to medical educators. At the same time, given the potential cost, the use of gamification elements as well as sophisticated software and hardware in order to simulate clinical environments needs to be justified, particularly on the basis of concepts in learning psychology to suggest that these elements will be superior to traditional instructional formats or that they can help achieve learning outcomes that have not been covered in the past.

Most studies on gamification and virtual reality in medical education that have been published to date merely represent descriptions of innovations, and only a few present a thorough rationale for their use or present results of prospective, controlled effectiveness trials with meaningful endpoints (i.e., objective performance indicators linked to the intended learning outcomes). There is a lack of justification and clarification studies, and evaluations of innovations going beyond mere student satisfaction are needed. In order to be able to decide in favor or against the integration of game-based formats and virtual reality sessions in formal curricula, educators need to have access to original studies, reviews, and recommendations on when and how these elements should be employed.

Articles can cover the entire range of health-profession education, including but not limited to undergraduate and postgraduate medical education, nursing, midwifery, physiotherapy, pharmacology, public health, and related fields.

Key themes include:

• Application of concepts from learning psychology to medical education with a focus on gamification and/or virtual reality
• Comparison of traditional instructional formats to innovative approaches including gamification and/or virtual reality with regard to meaningful educational outcomes
• Cost-effectiveness assessments for innovative technology-based solutions compared to a traditional approach
• Constructive alignment between intended learning outcomes, use of gamification and/or virtual reality elements, and formative/summative assessments.
• Added value of gamification/virtual reality elements if used as a supplement to or as a replacement for traditional teaching; effects on curriculum structure and student workload
• Sustainability of new technologies with regard to computing power and waste management of virtual reality devices

All manuscripts submitted to this journal, including those submitted to collections and special issues, are assessed in line with our editorial policies and the journal’s peer review process. Reviewers and editors are required to declare competing interests and can be excluded from the peer review process if a competing interest exists.

This Collection supports and amplifies research related to SDG 3: Good Health and Well-Being.

BMC Medical Education is calling for submissions to our Collection, Palliative care education. Palliative care education is an essential component of healthcare training, aimed at equipping healthcare professionals with the knowledge and skills necessary to provide compassionate care to patients with serious illnesses. This field encompasses a wide range of topics, including pain management, communication skills, ethical considerations, and multidisciplinary approaches to care. As the global population ages and the prevalence of chronic diseases rises, the demand for effective palliative care has become increasingly critical. Educators and practitioners alike are called to address gaps in training and to ensure that future healthcare providers are well-prepared to support patients and families facing complex medical decisions.

The significance of advancing palliative care education lies in its potential to improve patient outcomes and enhance the quality of life for individuals facing life-limiting illnesses. Recent advancements in palliative care education have included the development of innovative curricula, integration of simulation-based learning, and an increased emphasis on interdisciplinary collaboration. By fostering a deeper understanding of palliative principles, we can empower healthcare professionals to deliver holistic, patient-centered care that addresses not only physical symptoms but also emotional, social, and spiritual needs. Topics to be addressed include but are not limited to:

Innovative curricula in palliative care

Simulation-based learning in medical education

Interdisciplinary approaches to palliative care

Evaluating the effectiveness of palliative care training

Ethical dilemmas in palliative care education

All manuscripts submitted to this journal, including those submitted to collections and special issues, are assessed in line with our editorial policies and the journal’s peer review process. Reviewers and editors are required to declare competing interests and can be excluded from the peer review process if a competing interest exists.

This Collection supports and amplifies research related to SDG 3: Good Health and Well-being