Analysis reveals gaps in interdisciplinary publications in medical education, suggesting limited progress in health professions education.
Despite the explicit inclusion of HPE in journals' stated scope statements, HPE-focused publications remain a small minority. These findings highlight a disconnect between the aspirational inclusivity and the MEDED-centered reality of the journal's publications. This tension signals limited interdisciplinary expansion and potentially a nominal rebranding of traditional MEDED hierarchies.
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Soh et al. (2025) studied this question.
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