Volume 125, Issue 1
The Wisconsin Medical Journal has released a special double issue dedicated to medical education, featuring nearly 50 peer-reviewed articles, editorials, and original artwork. Contributions from physicians, educators, researchers, students, and artists explore key issues shaping the future of medical education across four themes: teaching and learning innovations; professional identity and well-being; equity and pathways; and faculty development and lifelong learning.
ORIGINAL RESEARCH
- ‘How Do I Get There From Here?’ Discerning Pathways for Successful Faculty Promotion in Education at a Medical School
- Incentives and Barriers for Early Career Faculty Participation in Medical Student Education: Perceptions of Clinical Faculty From a Midwestern Public Medical School
- Identifying Faculty Development Needs of Basic Science and Clinical Faculty in Preparation for Curriculum Change
- Standardizing the Educational Experience of Medical Students Rotating With the Orthopedic Department Regardless of Subspecialty Assignment
- Assessment of the Educational Value of Mock Oral Competency Exams for Surgical Intern
- Perspectives of OB-GYN Residents and Faculty on Resident Simulation Curricula: A Mixed-Methods Study
- Confidence and Efficiency Improvements in Medical Student Notes After Implementation of a Standardized Note Template
- Integrating Behavioral Health Into Cancer Education: Learner Perspectives From a Cancer Education Pathway Program
- An Initial Evaluation of a Peer Mentorship Program in a Medical School Clinician Educator Scholarly Concentration
- Ready for the Aging Population? A Student Perspective Needs Assessment of Geriatric Education Among Graduating Physician Assistant Students
- ‘In Our Era…’: Feedback Perceptions Across Generational Cohorts
- Building Research Foundations in Medical Students: Impact of a Scholarly Concentration Program on Longitudinal Research Development at the University of Wisconsin School of Medicine and Public Health
- Perceptions of Point-of-Care Ultrasound Among Internal Medicine Residents and Faculty
- Curriculum for Planners of Accredited Interprofessional Continuing Education for Health Care Professionals: Results of a Modified Delphi Process
- Framing Primary Care Clinicians’ Experiences Managing Behavioral and Psychological Symptoms of Dementia: Insights From an Educational Intervention
- University of Wisconsin’s Outcomes From the Wisconsin Academy for Rural Medicine Track: A Pathway to Rural Primary and Specialty Care
- Gender and Racial Differences in Thematic Content of Personal Statements of Family Medicine Residency Applicants
- Assessment of Well-being Differences by Gender in Medical Students at a Midwest Public University-Based Medical School
- Are You My Mentor? Pediatric Residents’ Conceptualization of Mentoring and Mentoring Relationships
- Transformative Impact: Advancing Resident Competence and Confidence in Gender-Affirming Care Through a Multimodal Transgender Health Curriculum
- Portrayal of Medical Students in Artificial Intelligence-Generated Images
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All articles published in WMJ, including commentaries, letters to the editor, and editorials represent the views of the authors, for which neither WMJ nor the publisher take responsibility, unless clearly stated.
Call for Papers
The WMJ welcomes original articles and reports focused on rural health for a special themed issue to be published in early 2027.
Call for Artwork
The WMJ invites original artwork that illustrates the art and science of medicine to feature on its covers.
About WMJ
WMJ—the Wisconsin Medical Journal—is a peer-reviewed, indexed, scientific journal published six times a year and online in advance each month through a collaboration between the Medical College of Wisconsin and the University of Wisconsin School of Medicine and Public Health.
All articles published in WMJ, including commentaries, letters to the editor, and editorials represent the views of the authors, for which neither WMJ nor the publisher takes responsibility, unless clearly stated.
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Accreditation Statement
In support of improving patient care, this activity has been planned and implemented by the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) and the Wisconsin Medical Journal. The University of Wisconsin–Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.