Medical Teacher

Aims & Scope

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 recognizes 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.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.4
2024	3.30

SJR (SCImago Journal Rank)

Year	Value
2024	1.254

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	146

Journal Rank

Year	Value
2024	3286

Journal Citation Indicator

Year	Value
2024	2677

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Medicine and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review

  Citation: 2717

  Authors: S., William C., Emil R., David, Ross J.

• Thematic analysis of qualitative data: AMEE Guide No. 131

  Citation: 2432

  Authors: Michelle E., Lara

• Competency-based medical education: theory to practice

  Citation: 1784

  Authors: Jason R., Linda S., Olle Ten, Eric S., Carol, Susan R., Peter, Nicholas J., Craig, Deepak, Ronald M., William, Donlin M., Rani, Denyse L., Jonathan, Ivan, Sarah, Martin, Kenneth A.

• A practical guide to reflexivity in qualitative research: AMEE Guide No. 149

  Citation: 942

  Authors: Francisco M., Renée E., Lara, Renate

• Developing questionnaires for educational research: AMEE Guide No. 87

  Citation: 927

  Authors: Anthony R., Jeffrey S., Kent J., Hunter

• A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8

  Citation: 923

  Authors: Yvonne, Karen, Angel, Diana, John, Mark, David

• Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

  Citation: 860

  Authors: Ivette, Luke A., Hyun Soo, John E., S. Barry

• The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23

  Citation: 789

  Authors: Jill Elizabeth, David, Samilia, Jane M., Colin, Paul, Judith, Diane

• Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

  Citation: 787

  Authors: David C. M., Hossam

• A best evidence systematic review of interprofessional education: BEME Guide no. 9

  Citation: 787

  Authors: M., D., I., S., H.

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