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 welcomes submissions to our Disability in medical education Collection. As disability impacts so much of our patient population, medical curricula must evolve to address gaps in knowledge, attitudes, and clinical care. Incorporating disability-specific education strengthens inclusive education practices, reduces disparities, and prepares clinicians to deliver person-centered care. Innovative tools, assessments, and instructional approaches, from simulation training to standardized patient encounters to Universal Design for Learning, can be leveraged to improve learners’ understanding of access, communication, ethical, other considerations in clinical practice.

We welcome research covering topics including but not limited to:

• Development and integration of disability curriculum within medical education

• Teaching strategies that promote competency in caring for patients with disabilities

• The role of inclusive education and Universal Design for Learning in clinical training

• Evaluation tools and assessment methods for measuring disability-related knowledge and skills

• Use of patient narratives, simulation, and standardized patients with disabilities in clinical teaching

• Interprofessional education initiatives focused on accessibility and patient-centered care

• Addressing barriers within healthcare training environments

By emphasizing innovation and access, this work supports the development of a medical workforce equipped to deliver compassionate, equitable care for all patients.

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 and SDG 10: Reduced Inequalities.