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.
医学教师提供新的教学方法，指导结构课程和评估成绩的帐户，并作为一个论坛，为医学教师和那些参与普通教育的交流。特别是，该杂志认识到教师在跟上教育方法的发展方面所面临的问题，这些教育方法在课程内容从医疗程序到医疗保健提供政策变化也在变化的同时，带来了更有效的教学。该杂志的特色是医学教育的创新和研究报告、案例研究、调查文章、实践指南、当前文献评论和书评。所有文章均经过同行评审。
“But Dr Google said…” – Training medical students how to communicate with E-patients
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1555639
Twelve tips for integrating massive open online course content into classroom teaching
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1571569
The relationship between burnout, personality traits, and medical specialty. A national study among Dutch residents
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1514459
AMEE Guide No. 123 – How to read studies of educational costs
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1552784
Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1436759
Twelve tips for incorporating and teaching sexual and gender minority health in medical school curricula
来源期刊：Medical TeacherDOI：10.1080/0142159X.2017.1407867
Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1617414
A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements? BEME Guide No. 52
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1508829
Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1562166
Does evidence-based medicine training improve doctors’ knowledge, practice and patient outcomes? A systematic review of the evidence
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1503646
Allowing failure for educational purposes in postgraduate clinical training: A narrative review
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1630728
Awareness and usage of evidence-based learning strategies among health professions students and faculty
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1645950
Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1472372
Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1596239
Enhancement of role modelling in clinical educators: A randomized controlled trial
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1691720
Does a socially-accountable curriculum transform health professional students into competent, work-ready graduates? A cross-sectional study of three medical schools across three countries
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1646417
A practical guide to test blueprinting
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1595556
A broader outlook to reduce pre-exam stress
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1563675
Workplace-based communication skills training in clinical departments: Examining the role of collegial relations through positioning theory
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1464647
Academic coaching for learners in medical education: Twelve tips for the learning specialist
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1607271
Twelve tips for teaching the informed consent conversation
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1426844
Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1580355
Simulation-based mastery learning in medical students: Skill retention at 1-year follow up
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1503411
Team-based learning: A medical student’s perspective
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1555370
“Twelve tips for developing an OSCE that measures what you want”: The student perspective
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1619920
A student’s perspective: Teaching sociology to undergraduate medical students
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1587156
Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1460658
The education avenue of the clinical learning environment: A pragmatic approach
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1566602
Medical students’ reflective writings about challenging patient encounters: A final year medical students perspective
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1513643
Pedagogical validity: The key to understanding different forms of ‘good’ teaching
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1533242
Identifying central tenets needed in our education systems: Results from a pilot integrated clinical apprenticeship
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1578874
Learning from patients about patient-centredness: A realist review: BEME Guide No. 60
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1695767
Response to: Response to: Increasing tensions in the ubiquitous use of technology for medical education
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1595369
How clinician examiners compare with simulated patients in assessing medical student empathy in a clinical exam setting
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1665635
Incorporating the One Health framework in medical education
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1554897
Twelve tips for teaching empathy using simulated patients – A student’s perspective
来源期刊：Medical TeacherDOI：10.1080/0142159x.2019.1671585
Death teaches life to the living
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1584273
Leasing a medical curriculum: What’s it worth?
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1563290
‘Wargaming with the chiefs’: A novel pre-mortem exercise to enhance communication and well-being among ‘top gun’ chief residents
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1656331
Comments on: Training medical students how to communicate with E-patients
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1619919
Comments on: Factors that influence medical student learning in the operating room
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1628196
‘Clinical reasoning as a threshold skill’: Medical students’ perspective
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1658862
Patterns of performance in students with frequent low stakes team based learning assessments: Do students change behavior?
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1670339
Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years
来源期刊：Medical TeacherDOI：10.1080/0142159X.2018.1457214
Speed and quality goals in procedural skills learning: A randomized experiment
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1670342
Who’s the boss?
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1596249
Improving practical skills competency in junior doctors
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1624702
Comment on: Does empathy change during undergraduate medical education?–A meta-analysis
来源期刊：Medical TeacherDOI：10.1080/0142159x.2019.1699235
Context and complexity in the clinical learning environment
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1566599
Medical students’ perspective: Influences on the choice of learning strategies
来源期刊：Medical TeacherDOI：10.1080/0142159X.2019.1669779
