BMC Medical Education is calling for submissions to our Collection on Transnational medical education programs. As medical education expands beyond national boundaries, new opportunities and challenges are emerging in how curricula are delivered, quality is assured, and learners are supported across diverse cultural and institutional contexts. These cross-border educational partnerships are reshaping the way we define standards, prepare future health professionals, and foster global health equity.

This Collection invites research that critically examines the structure, outcomes, and implications of educational initiatives that operate across borders. Whether through institutional partnerships, dual-degree programs, offshore campuses, or digital learning platforms serving international student populations, transnational initiatives demand thoughtful attention to pedagogical alignment, accreditation, faculty development, and learner experience. We welcome insights that address the complexity of delivering medical education in settings where geographic, regulatory, and cultural contexts differ.

We encourage submissions on topics such as:

• Curriculum design and adaptation across cultural and regulatory contexts

• Accreditation and quality assurance in cross-border medical education

• Faculty development and support in international teaching environments

• Student experiences, identity formation, and transitions between institutions

• Governance models and institutional partnerships in global medical education

• Ethical considerations and power dynamics in transnational collaborations

• Role of digital platforms and technology-enhanced education in delivering cross-border education

This Collection aims to showcase diverse voices and evidence-based approaches that inform the development and sustainability of cross-national medical education programs. By fostering open dialogue and rigorous inquiry, we seek to support inclusive, high-quality education that prepares graduates to meet health needs across a global landscape.

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, SDG 4: Quality Education, and SDG 17: Partnerships for the Goals.

BMC Medical Education is calling for submissions to our Collection, Lifelong learning and patient safety. As healthcare delivery becomes increasingly complex, shaped by biomedical advances, digital transformation, demographic shifts, and changing patient expectations, so does the potential for errors and adverse events. This phenomenon makes it essential to equip all healthcare professionals with training and tools to prioritize patient safety across different clinical environments.

Patient safety is a global health priority, with the World Health Organization identifying unsafe care as one of the leading causes of avoidable morbidity and mortality worldwide. While traditional models of competence, validated at a single point in time through licensure or certification, can be valuable, addressing this challenge requires a workforce that is continuously learning, adaptive, and equipped to respond to evolving patient safety threats. Lifelong learning in healthcare plays a pivotal role in fostering patient safety by making sure that healthcare professionals remain competent and adaptive to the best practices in the medical field. Outdated knowledge or skills in the medical field can directly jeopardize patient outcomes. Therefore, continuous professional development allows clinicians to update their professional competencies, reducing the risk of errors and adverse events.

This Collection invites research that examines how patient safety, which should be a professional expectation and ethical imperative at all stages of one’s career trajectory, can be enhanced through innovation in health professions education and training. Topics of interest include, but are not limited to:

• Tools and strategies for integrating patient safety into medical and nursing curricula

• Lifelong learning and continuing professional development (CPD) for patient safety and competence

• Simulation for teamwork, inclusion, and communication in diverse healthcare teams to enhance patient safety

• Interprofessional and collaborative safety culture

• Infection prevention and medication safety practices

• Learning from errors, near-misses, and real-time decision-making in clinical teams

• Strategies and policies for enhancing lifelong learning for patient safety

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 and SDG 4: Quality Education.