Example of Medical Teacher format
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Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format
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Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format Example of Medical Teacher format
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recommended Recommended

Medical Teacher — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #116 of 1319 down down by 14 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 825 Published Papers | 3676 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 09/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.2
SJR: 1.218
SNIP: 1.195
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.654

2% from 2018

Impact factor for Medical Teacher from 2016 - 2019
Year Value
2019 2.654
2018 2.706
2017 2.45
2016 2.502
graph view Graph view
table view Table view

4.5

10% from 2019

CiteRatio for Medical Teacher from 2016 - 2020
Year Value
2020 4.5
2019 4.1
2018 3.9
2017 3.5
2016 4.3
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 2% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 10% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.355

1% from 2019

SJR for Medical Teacher from 2016 - 2020
Year Value
2020 1.355
2019 1.339
2018 1.36
2017 1.195
2016 1.525
graph view Graph view
table view Table view

2.167

7% from 2019

SNIP for Medical Teacher from 2016 - 2020
Year Value
2020 2.167
2019 2.022
2018 1.772
2017 1.654
2016 1.798
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 1% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 7% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Medical Teacher

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Taylor and Francis

Medical Teacher

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 te...... Read More

Education

General Medicine

Social Sciences

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Last updated on
08 Jul 2020
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ISSN
0142-159X
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Impact Factor
High - 1.333
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Open Access
Yes
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/01421590500046924
Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review
S. Barry Issenberg1, William C. McGaghie2, Emil Petrusa3, David Lee Gordon1, Ross J. Scalese1
01 Jan 2005 - Medical Teacher

Abstract:

SUMMARY Review date: 1969 to 2003, 34 years. Background and context: Simulations are now in widespread use in medical education and medical personnel evaluation. Outcomes research on the use and effectiveness of simulation technology in medical education is scattered, inconsistent and varies widely in methodological rigor and... SUMMARY Review date: 1969 to 2003, 34 years. Background and context: Simulations are now in widespread use in medical education and medical personnel evaluation. Outcomes research on the use and effectiveness of simulation technology in medical education is scattered, inconsistent and varies widely in methodological rigor and substantive focus. Objectives: Review and synthesize existing evidence in educational science that addresses the question, ‘What are the features and uses of high-fidelity medical simulations that lead to most effective learning?’. Search strategy: The search covered five literature databases (ERIC, MEDLINE, PsycINFO, Web of Science and Timelit) and employed 91 single search terms and concepts and their Boolean combinations. Hand searching, Internet searches and attention to the ‘grey literature’ were also used. The aim was to perform the most thorough literature search possible of peer-reviewed publications and reports in the unpublished literature that have been judged for academic quality. Inclusion and exclusion criteria: Four screening criteria were used to reduce the initial pool of 670 journal articles to a focused set of 109 studies: (a) elimination of review articles in favor of empirical studies; (b) use of a simulator as an educational assessment or intervention with learner outcomes measured quantitatively; (c) comparative research, either experimental or quasi-experimental; and (d) research that involves simulation as an educational intervention. Data extraction: Data were extracted systematically from the 109 eligible journal articles by independent coders. Each coder used a standardized data extraction protocol. Data synthesis: Qualitative data synthesis and tabular presentation of research methods and outcomes were used. Heterogeneity of research designs, educational interventions, outcome measures and timeframe precluded data synthesis using meta-analysis. Headline results: Coding accuracy for features of the journal articles is high. The extant quality of the published research is generally weak. The weight of the best available evidence suggests that high-fidelity medical simulations facilitate learning under the right conditions. These include the following: read more read less

Topics:

Empirical research (52%)52% related to the paper, Data extraction (52%)52% related to the paper, Educational assessment (51%)51% related to the paper, MEDLINE (50%)50% related to the paper
View PDF
3,176 Citations
Journal Article DOI: 10.3109/0142159X.2010.501190
Competency-based medical education: theory to practice.
27 Jul 2010 - Medical Teacher

Abstract:

Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership – the International CBME Collaborators – to examine conceptual issues ... Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership – the International CBME Collaborators – to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals. In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education. We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century. read more read less

Topics:

Competence (human resources) (52%)52% related to the paper, Outcome-based education (52%)52% related to the paper
View PDF
1,683 Citations
Journal Article DOI: 10.1080/01421590600902976
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.
01 Sep 2006 - Medical Teacher

Abstract:

Background: Preparing healthcare professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe various faculty development interventions, there is a paucity of research demonstrating their effectiveness.Objective: To synthesize the existing evidence that addresses the ... Background: Preparing healthcare professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe various faculty development interventions, there is a paucity of research demonstrating their effectiveness.Objective: To synthesize the existing evidence that addresses the question: “What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?”Methods: The search, covering the period 1980–2002, included three databases (Medline, ERIC and EMBASE) and used the keywords: staff development; in-service training; medical faculty; faculty training/development; continuing medical education. Manual searches were also conducted.Articles with a focus on faculty development to improve teaching effectiveness, targeting basic and clinical scientists, were reviewed. All study designs that included outcome data beyond participant satisfaction were accepted.... read more read less

Topics:

Faculty development (69%)69% related to the paper, Continuing medical education (58%)58% related to the paper, Professional development (52%)52% related to the paper, Evidence-based medicine (50%)50% related to the paper
View PDF
1,091 Citations
Journal Article DOI: 10.1080/01421590701682576
A best evidence systematic review of interprofessional education: BEME Guide no. 9
Marilyn Hammick, Della Freeth1, Ivan Koppel2, Scott Reeves3, Hugh Barr4
01 Oct 2007 - Medical Teacher

Abstract:

Background and review context: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review id... Background and review context: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review id... read more read less

Topics:

Interprofessional education (54%)54% related to the paper, Context (language use) (50%)50% related to the paper
1,058 Citations
Journal Article DOI: 10.1080/0142159X.2020.1755030
Thematic analysis of qualitative data: AMEE Guide No. 131.
Michelle E. Kiger1, Lara Varpio1
01 May 2020 - Medical Teacher

Abstract:

Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method's philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researche... Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method's philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researchers. In this Guide, we outline what thematic analysis is, positioning it in relation to other methods of qualitative analysis, and describe when it is appropriate to use the method under a variety of epistemological frameworks. We also provide a detailed definition of a theme, as this term is often misapplied. Next, we describe the most commonly used six-step framework for conducting thematic analysis, illustrating each step using examples from our own research. Finally, we discuss advantages and disadvantages of this method and alert researchers to pitfalls to avoid when using thematic analysis. We aim to highlight thematic analysis as a powerful and flexible method of qualitative analysis and to empower researchers at all levels of experience to conduct thematic analysis in rigorous and thoughtful way. read more read less

Topics:

Thematic analysis (62%)62% related to the paper
919 Citations
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SciSpace is a very innovative solution to the formatting problem and existing providers, such as Mendeley or Word did not really evolve in recent years.

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With SciSpace, you do not need a word template for Medical Teacher.

It automatically formats your research paper to Taylor and Francis formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

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Time taken to format a paper and Compliance with guidelines

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Medical Teacher format uses Taylor and Francis Custom Citation citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Medical Teacher in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Medical Teacher guidelines and auto format it.

2. Do you follow the Medical Teacher guidelines?

Yes, the template is compliant with the Medical Teacher guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Medical Teacher?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Medical Teacher citation style.

4. Can I use the Medical Teacher templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Medical Teacher.

5. Can I use a manuscript in Medical Teacher that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Medical Teacher that you can download at the end.

6. How long does it usually take you to format my papers in Medical Teacher?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Medical Teacher.

7. Where can I find the template for the Medical Teacher?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Medical Teacher's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Medical Teacher's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Medical Teacher an online tool or is there a desktop version?

SciSpace's Medical Teacher is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Medical Teacher?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Medical Teacher?”

11. What is the output that I would get after using Medical Teacher?

After writing your paper autoformatting in Medical Teacher, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Medical Teacher's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Medical Teacher?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Medical Teacher. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Medical Teacher?

The 5 most common citation types in order of usage for Medical Teacher are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Medical Teacher?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Medical Teacher's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Medical Teacher in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Medical Teacher Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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