Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions. This includes courses at basic and post-basic levels as well as the increasingly important area of continuing education.Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognises the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum – from medical procedures to policy changes in health care provision – is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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Professor R. M. Harden, UK
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1.68 / 2.65 (2019) / 3.65 (2020)
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1.91
Patient Education and Counseling is an interdisciplinary, international journal for patient education and health promotion researchers, managers, physicians, nurses and other health care providers. The journal seeks to explore and elucidate educational, counseling and communication models in health care. Its aim is to provide a forum for fundamental as well as applied research, and to promote the study of the delivery of patient education, counseling, and health promotion services, including training models and organizational issues in improving communication between providers and patients.The journal welcomes unsolicited manuscripts related to the field of patient education, counseling, clinical health promotion and communication in health care.
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A. Finset PhDUniversity of Oslo, Norway
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2.199
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2.975
Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered. The Journal welcomes contributions that seek to enhance understanding of higher education policy, institutional management and performance, teaching and learning, and the contribution of higher education to society and the economy. Comparative studies and analysis of inter-system and cross-national issues are also welcomed, as are those addressing global and international themes. The Journal will publish annually two special issues on topics of international significance to higher education.
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Professor V. Lynn Meek, University of Melbourne, Australia
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1.038
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1.75
Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM’s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM’s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education.
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Anna T. Cianciolo, Ph.D.Department of Medical EducationSouthern Illinois University School of MedicineSpringfield, IL, USA
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0.659 / 1.85 (2019) / 2.41 (2020)
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0.92 (2014/15)
The Clinical Teacher is the journal for clinicians who teach and people who are involved in education in a health care setting. It provides easy access to the latest research, practice and thinking in clinical education across the health professions, presented in a readable, stimulating and practical style. There are sections on specific teaching approaches, reports and evaluation of innovative learning activities, a digest of the latest research published in Medical Education and other relevant journals, reports of innovative thinking and advances in clinical teaching from around the world, and expert commentary and discussion on challenging and controversial issues in today’s clinical education. The international editorial team behind The Clinical Teacher is acutely aware of the demands on clinicians’ time. All papers are concise, and focus on the topics that matter. They are reviewed and edited to high standards by a strong technical and clinically orientated international editorial board to ensure that clinical teachers are provided with easily assimilated and up-to-date information. Clinical teachers are renowned for the passion they bring to their work. The Clinical Teacher aims to support that work, and to help share the passion with colleagues internationally.
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Jill Thistlethwaite School of Medicine, University of Queensland, AustraliaMichael Ross Centre for Medical Education, University of Edinburgh and GP, NHS Fife
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n.a.
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n.a.
Professor R. M. Harden, UK
1.68 / 2.65 (2019) / 3.65 (2020)
1.91