Teaching and Learning in Medicine

Aims & Scope

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, with articles published in the following categories:

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.8
2024	2.10

SJR (SCImago Journal Rank)

Year	Value
2024	0.952

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	63

Journal Rank

Year	Value
2024	5250

Journal Citation Indicator

Year	Value
2024	515

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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
• Medline

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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.

• Assessment of clinical skills with standardized patients: State of the art

  Citation: 426

  Authors: C. P. M., David B.

• Mindfulness-Based Stress Reduction Lowers Psychological Distress In Medical Students

  Citation: 346

  Authors: Steven, Diane K., Jeffrey M., George C., Mohammadreza

• SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings

  Citation: 315

  Authors: Reed G., Debra A., William C.

• The Script Concordance Test: A Tool to Assess the Reflective Clinician

  Citation: 238

  Authors: Bernard, Louise, Carlos, Francois, Cees

• Simulation-Based Training of Internal Medicine Residents in Advanced Cardiac Life Support Protocols: A Randomized Trial

  Citation: 230

  Authors: Diane B., John, Viva J., Monica J., Lee A., Joe, Leonard D., William C.

• Resilience Among Medical Students: The Role of Coping Style and Social Support

  Citation: 207

  Authors: Gwen, Rosanne B., Charles C., Gwen

• "Profession": A Working Definition for Medical Educators

  Citation: 206

  Authors: Sylvia R., Sharon, Richard L.

• Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students' Preparedness and Comfort

  Citation: 200

  Authors: William, Stephanie, Elise, Elizabeth S., Mitchell R., Juno, Leslie, Eric, Maggie, Lisa J., David M., Gabriel

• A Critical Intervention in Lesbian, Gay, Bisexual, and Transgender Health: Knowledge and Attitude Outcomes Among Second-Year Medical Students

  Citation: 183

  Authors: Leah, Calvin L., Suzanne L., Patricia A.

• Racial/Ethnic Disparities in Clinical Grading in Medical School

  Citation: 182

  Authors: Daniel, Samantha W., Zachary C., Ramoncita, Larry E., Anne M., Leo S.

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