BMC Medical Education is calling for submissions to our Faculty development in medical education Collection. Faculty development is essential to fostering high-quality teaching and learning, curriculum development, mentorship, and leadership, ensuring that medical education evolves to meet the needs of students, trainees, and the healthcare system.

This Collection aims to highlight research and insights into effective faculty development strategies, programs, and outcomes. We welcome submissions that explore novel approaches, evaluate existing initiatives, and identify best practices in faculty development across diverse medical education contexts.

Topics of interest include, but are not limited to:

• Design, implementation, and evaluation of faculty development programs

• Training in competency-based education, interprofessional teaching, and cultural competence

• Development of teaching skills for clinical educators, including bedside teaching and simulation-based learning

• Leadership training and mentorship development for faculty members

• Utilization of technology, such as virtual reality or online platforms, in faculty development

• Assessment of the impact of faculty development on student outcomes and institutional performance

• Approaches to fostering resilience and preventing burnout among medical educators

• Strategies for promoting diversity, equity, and inclusion within faculty development initiatives

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 4: Quality 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.

BMC Medical Education is calling for submissions to our Collection on Dental education. Dental education is a vital component of healthcare, shaping the skills and competencies of future dental professionals. As the field of dentistry evolves, so too must the educational frameworks that prepare students for the challenges they will face in practice. Innovations in technology, changes in patient demographics, and advancements in treatment modalities necessitate a re-evaluation of dental curricula. Furthermore, the integration of interprofessional education and a focus on holistic patient care are becoming increasingly important in training competent and compassionate dental practitioners.

Advancing our collective understanding of dental education is crucial for ensuring that future dentists are equipped with the knowledge and skills necessary to provide high-quality care. Recent advances in this area include the incorporation of simulation-based learning, the use of digital tools for assessment, and the emphasis on evidence-based practice. These developments have enhanced the learning experience and improved clinical outcomes. However, ongoing research is needed to explore best practices, address disparities in education, and adapt to the rapidly changing landscape of healthcare.

Looking ahead, continued research in dental education may lead to the development of more personalized learning pathways, enhanced use of artificial intelligence in training, and greater emphasis on lifelong learning and professional development. As we embrace these innovations, we can expect to see a more adaptable and responsive dental workforce that meets the evolving needs of society.

Key topics of interest include, but are not limited to:

Innovations in teaching and learning: How are emerging technologies such as simulation, virtual reality, and AI being integrated into dental curricula? What new pedagogical strategies can enhance student engagement and mastery of complex clinical skills?

Interdisciplinary approaches: The growing understanding of oral health’s connection to systemic health has emphasized the need for collaborative approaches. How can dental education better prepare students for integrated, team-based care alongside other healthcare professionals?

Global perspectives on dental education: What lessons can be drawn from the varied educational approaches across different regions? How can best practices be shared to create a more globally consistent standard of dental education while respecting local needs and cultural contexts?

Addressing diversity, equity, and inclusion: How can dental schools foster a more diverse student body and faculty, ensuring an inclusive environment that prepares practitioners to meet the oral health needs of diverse populations? What efforts are being made to bridge gaps in access to dental education?

Responding to changing patient demographics and needs: As patient populations age and societal expectations evolve, what changes in dental training are necessary to equip practitioners to meet these emerging challenges, from managing geriatric care to addressing dental anxiety?

Assessment and competency evaluation: In an era of competency-based education, how should we rethink traditional assessments in dental education? What methods best evaluate both clinical proficiency and professional competencies, such as communication and ethical decision-making?

This Collection supports and amplifies research related to SDG 3: Good Health and Well-Being and SDG 4: Quality 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.