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 Table of Contents  
Year : 2015  |  Volume : 1  |  Issue : 1  |  Page : 1-2

International Journal of Academic Medicine: A unified global voice for Academic Medical Community

IJAM Principal Editors, Main Editorial Office at St. Luke's University Health Network, Bethlehem, Pennsylvania, United States

Date of Web Publication29-Dec-2015

Correspondence Address:
Stanislaw P Stawicki
IJAM Principal Editors, Main Editorial Office at St. Luke's University Health Network, Bethlehem, Pennsylvania
United States
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Source of Support: None, Conflict of Interest: None

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How to cite this article:
Evans DC, Firstenberg MS, Galwankar SC, Moffatt-Bruce SD, Nanda S, O'Mara M S, Papadimos TJ, Stawicki SP. International Journal of Academic Medicine: A unified global voice for Academic Medical Community. Int J Acad Med 2015;1:1-2

How to cite this URL:
Evans DC, Firstenberg MS, Galwankar SC, Moffatt-Bruce SD, Nanda S, O'Mara M S, Papadimos TJ, Stawicki SP. International Journal of Academic Medicine: A unified global voice for Academic Medical Community. Int J Acad Med [serial online] 2015 [cited 2022 Dec 10];1:1-2. Available from: https://www.ijam-web.org/text.asp?2015/1/1/1/172702

Dear Readers of the International Journal of Academic Medicine,

The noble discipline of academic medicine is facing an unprecedented global transition and turbulence. Dealing with increasing number of competing priorities, including various demographic, financial, economic, and political pressures, today's academicians are often torn between the parallel realms of patient care, administrative and teaching duties, and scholarly activity requirements.[1],[2],[3],[4],[5],[6] Despite its critical importance to the growth and development of new physicians and other healthcare professionals, the academic medical community continues to lack a unified, global voice—an outlet where medical education professionals can freely exchange their experiences and ideas in a peer-reviewed environment with global presence. The Editorial Board of the International Journal of Academic Medicine (IJAM) identified this acute area of need as a unique opportunity.

As Hippocrates once said, “…our art is long, life is short, opportunity fleeting, experiment dangerous, and judgment difficult…”[7] Here at IJAM, we realize that the “…highest form of human excellence is to question oneself, and others,”[8] and understand that “…education is the kindling of a flame, not the filling of a vessel.”[9] We wish to provide a platform where you (our colleagues and students) can, “…employ your time in improving yourself by other men's writings, so that you shall gain easily from what others have labored hard for.”[10] We hope that although we cannot teach you anything, we can make you think, and in so doing you will realize that average minds discuss events while great minds discuss ideas.[11] This is the legacy we wish to leave through our efforts at IJAM.

Among the steps, we, as Principal Editors of IJAM, have taken is the incorporation of core competencies [12] into each submission's editorial and review process. In effect, every article published in IJAM will be required to feature a complete listing of all core competencies it addresses—practice-based learning and improvement, patient care, professionalism, interpersonal and communication skills, medical knowledge, and systems-based practice.[13] This requirement will help enforce our mission as the premier academic medicine journal and will reinforce the importance of core competencies at the global level. One must remember that it is competence chiefly that allows us to succeed in life and medicine alike. It is true that the incompetent are generally blissfully unaware of their incompetence, and it is our task as educators and peers to bring those we mentor out of the shadow of their unawareness.[14] Only through open, clear discourse is the achievement of such goal possible. Even the supremely competent individual can fail when they assume that all those around them do not need to be raised to another level.[15] Wisdom that is not passed on fades when its source is no longer able to sustain, maintain, and share it. It is our hope to be a forum for the dissemination of accumulated wisdom and to do that in both an open and a nurturing fashion. Only then can we be sure that our competence passes beyond ourselves.[16]

We also aim to be more inclusive, to embrace a greater diversity of opinions, and be open to voices from all institutions where medical education, whether graduate or postgraduate, is a part of the cultural fabric. Traditionally, large university-based hospitals have been embraced as places of medical learning and research, with other healthcare institutions focusing mainly on patient care delivery. Broadly speaking, academic institutions have been branded “knowledge creators” while others might be called “knowledge consumers.” Since the 1990's, a transition of sorts has been occurring around the globe in terms of what is considered an academic medical center.[17],[18] The transition has been gradual, yet reflects a tidal wave of change that is at this point irreversible. Regional medical school campuses now provide a fertile ground for the development of community-based medical education and academic scholarly activity while at the same time ensuring the much needed supply of healthcare personnel to the areas of greatest need.[17] Medical students and trainees are no longer limited to the traditional “hubs” of “big city medicine” yet are able to attain medical training that is of quality equal to or at times exceeding that of the more established institutions.

The inception and growth of IJAM will provide academic faculty across communities, countries, and continents with a standardized platform for exchange of both specialty and general knowledge pertaining to medical education, leadership, administration, and other aspects of academic scholarly activities. By providing a practical, more direct, and “hands-on” participation in the process of publication and knowledge creation, we are hoping that the new sprawling category of regional medical campuses, nontraditional medical schools, community-based residency, and fellowship training programs will embrace this unique opportunity to “get involved.” Finally, we are also committed to ensure that publishing in IJAM is affordable. As we embrace the open access philosophy of academic publishing, we promise to keep our cost structure low and pledge that any fees we collect are not aimed at profitability but rather at achieving budget neutrality. In addition, any excess funds will be applied toward helping to offset publication fees for those who cannot afford to pay.

Of course, our inaugural statement would not be complete without recognizing all of the outstanding members of our Editorial Board—Section Editors, the Global Advisory Board, as well as many other reviewers and experts. We also thank Wolters Kluwer Medknow for helping us implement this wonderful concept. It is our hope that IJAM will provide a robust peer-reviewed venue for academic medicine professionals well into the future. Your support and patronage will be critical in our ability to provide this much needed global platform for exchange of ideas and experiences for medical educators, administrators, researchers, and others who want to support the growth and development of this noble mission.

  References Top

Meador KJ. Decline of clinical research in academic medical centers. Neurology 2015;85:1171-6.  Back to cited text no. 1
Lockwood CJ. Academic Medicine: A Bubble About to Burst? 2014. Available from: http://www.contemporaryobgyn.modernmedicine.com/contemporary-obgyn/content/tags/academic-medical-centers/academic-medicine-bubble-about-burst?page=full. [Last accessed on 2015 Sep 16].  Back to cited text no. 2
Yehia BR, Cronholm PF, Wilson N, Palmer SC, Sisson SD, Guilliames CE, et al. Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds. BMC Med Educ 2014;14:26.  Back to cited text no. 3
Ackerly DC, Udayakumar K, Taber R, Merson MH, Dzau VJ. Perspective: global medicine: opportunities and challenges for academic health science systems. Acad Med 2011;86:1093-9.  Back to cited text no. 4
Kasper J, Bajunirwe F. Brain drain in sub-Saharan Africa: Contributing factors, potential remedies and the role of academic medical centres. Arch Dis Child 2012;97:973-9.  Back to cited text no. 5
Awasthi S, Beardmore J, Clark J, Hadridge P, Madani H, Marusic A, et al. Five futures for academic medicine. PLoS Med 2005;2:e207.  Back to cited text no. 6
Daly WJ, Brater DC. Medieval contributions to the search for truth in clinical medicine. Perspect Biol Med 2000;43:530-40.  Back to cited text no. 7
Green J. Philosophy on the Go. The Bathroom Professor. Philadelphia, PA, London: Running; 2007. p. x, 272.  Back to cited text no. 8
McCutcheon RS. A fun method of engaging students in the “Capitalism vs. Socialism” discussion. J Priv Enterp 2015;30:117.  Back to cited text no. 9
Krogh CL. A checklist system for critical review of medical literature. Med Educ 1985;19:392-5.  Back to cited text no. 10
Roosevelt E. Great Minds Discuss Ideas; Average Minds Discuss Events; Small Minds Discuss People; 2015. Available from: http://www.brainyquote.com/quotes/quotes/e/eleanorroo385439.html. [Last accessed on 2015 Oct 30].  Back to cited text no. 11
Singh R, Naughton B, Taylor JS, Koenigsberg MR, Anderson DR, McCausland LL, et al. A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies. Med Educ 2005;39:1195-204.  Back to cited text no. 12
Educational Commission for Foreign Medical Graduates. ACGME Core Competencies; 2015. Available from: http://www.ecfmg.org/echo/acgme-core-competencies.html. [Last accessed on 2015 Sep 29].  Back to cited text no. 13
Kruger J, Dunning D. Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. J Pers Soc Psychol 1999;77:1121-34.  Back to cited text no. 14
Ross L, Greene D, House P. The “false consensus effect”: An egocentric bias in social perception and attribution processes. J Exp Soc Psychol 1977;13:279-301.  Back to cited text no. 15
Yadla S, Rattigan EM. See one, do one, teach one: Competence versus confidence in performing procedures. Virtual Mentor 2003;5:12.  Back to cited text no. 16
Crump WJ, Fricker RS, Ziegler C, Wiegman DL, Rowland ML. Rural track training based at a small regional campus: equivalency of training, residency choice, and practice location of graduates. Acad Med 2013;88:1122-8.  Back to cited text no. 17
Mihalynuk T, Snadden D, Bates J, Scott I, Frinton V, Wilson G. Size matters: what influences medical students' choice of study site? Med Teach 2008;30:e108-14.  Back to cited text no. 18


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