medical schools and residencies in order to introduce a core foundation in this much needed area, focusing on four main domains of health care: (1) systems and principles (e.g. financing; payment; models of management; information technology; physician workforce), (2) quality and safety (e.g. quality improvement indicators, measures, and outcomes; patient safety), (3) value and equity (e.g. medical economics, medical decision making, comparative effectiveness, health disparities), and (4) politics and law (e.g. history and consequences of major legislations; adverse events, medical errors, and malpractice). however limitations to implementing these health policy courses mainly include perceived time constraints from scheduling conflicts, the need for an interdisciplinary faculty team, and lack of research / funding to determine what curriculum design may best suit the program goals. resistance in one pilot program was seen from program directors who did not see the relevance of the elective course and who were bounded by program training requirements limited by scheduling conflicts and inadequate time for non-clinical activities. but for students in one medical school study, those taught higher-intensity curriculum (vs lower-intensity) were “three to four times as likely to perceive themselves as appropriately trained in components of health care systems”, and felt it did not take away from getting poorer training in other areas. additionally, recruiting and retaining a diverse set of multidisciplinary instructors and policy or economic experts with sufficient knowledge and training may be limited at community-based programs or schools without health policy or public health departments or graduate programs. remedies may include having online courses, off-site trips to the capitol or health foundations, or dedicated externships, but these have interactive, cost, and time constraints as well. despite these limitations, several programs in both medical school and residency training have been pioneered. lastly, more national support and research will be needed to not only establish these programs but to evaluate how to both standardize and innovate the curriculum in a way that is flexible with the changing health care and policy landscape. in the united states, this will involve coordination with the acgme (accreditation council for graduate medical education), a private npo that sets educational and training standards for u.s. residencies and fellowships that determines funding and ability to operate. medical education as a subject-didactic field medical education is also the subject-didactic field of educating medical doctors at all levels, applying theories of pedagogy in the medical context, with its own journals, such as medical education. researchers and practitioners in this field are usually medical doctors or educationalists. medical curricula vary between medical schools, and are constantly evolving in response to the need of medical students, as well as the resources available. medical schools have been documented to utilize various forms of problem-based learning, team-based learning, and simulation. the liaison committee on medical education (lcme) publishes standard guidelines regarding goals of medical education, including curriculum design, implementation, and evaluation.air national guard base training in medical simulation the objective structured clinical examinations (osces) are widely utilized as a way to assess health science students' clinical abilities in a controlled setting. although used in medical education programs throughout the world, the methodology for assessment may vary between programs and thus attempts to standardize the assessment have been made. cadaver laboratory medical student describes anatomical landmarks of a donated human cadaver. medical schools and surgical residency programs may utilize cadavers to identify anatomy, study pathology, perform procedures, correlate radiology findings, and identify causes of death. with the integration of technology, traditional cadaver dissection has been debated regarding its effectiveness in medical education, but remains a large component of medical curriculum around the world. didactic courses in cadaver dissection are commonly offered by certified anatomists, scientists, and physicians with a background in the subject. medical curriculum and evidence-based medical education journals medical curriculum vary widely among medical schools and residency programs, but generally follow an evidence based medical education (ebme) approach. these evidence based approaches are published in medical journals. the list of peer-reviewed medical education journals includes, but is not limited to: academic medicine medical education advances in health science education medical teacher open access medical education journals: bmc medical education mededportal journal of medical education and curricular development graduate medical education and continuing medical education focused journals: journal of continuing education in the health professions journal of graduate medical education this is not a complete list of medical education journals. each medical journal in this list has a varying impact factor, or mean number of citations indicating how often it is used in scientific research and study.