Teaching and Learning in Medicine: An International Journal
Teaching and Learning in Medicine: An International Journal
Journal Title: Teaching and Learning in Medicine: An International Journal
ISSN: 1040-1334
ISSN Online: 1532-8015
Publication Frequency: 4 issues per year
Impact Factor:
Five Year Impact Factor:
Source Normalized Impact per Paper (SNIP):
SCImago Journal Rank (SJR):
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Aim & Scope: 2013 Impact Factor: 1.118
Five-Year Impact Factor: 1.123 © Thomson Reuters Journal Citation Report ® for 2013 ranks Teaching and Learning in Medicine in Education, Scientific Disciplines and Health Care Sciences & Services.

Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scopereflects 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: Groundwork. Medical education scholars are increasingly recognizing the centrality of context to all aspects of teaching and learning. Groundwork articles examine in-depth a particular phenomenon so as to advance understanding of the systematic nature of practice and its development. These articles may feature ethnographic studies, inter-disciplinary literature reviews, work analyses, and incident investigations, among other approaches. Validation. Valid assessment of the constructs employed in educational research is critical to ensuring a sound evidence base for theory development and practical decision making. Validation articles demonstrate how a given assessment approach accurately and adequately represents the construct of interest or explore how contextual factors influence the meaning of assessment data. These articles may feature psychometric analyses, latent variable modeling, and multi-trait-multi-method studies as well as emerging approaches to validation and experimental or quasi-experimental studies. Investigations.Studies that formally test theoretical explanations of learning and performance provide an important foundation for the design of curriculum and instruction. Investigations articles extend theory by revealing causal relationships and specifying how/when they hold. These articles may feature laboratory experiments, quasi-experiments, covariance modeling, and meta-analysis, among other approaches. Educational Case Reports. The practitioner's personal experience with teaching and learning can provide valuable information about the context to which some researchers expect their findings to apply. Educational Case Reports present detailed reflections on educational interventions tried at a single institution, including novel approaches to instruction, assessment, and admissions/selection. These articles document in-depth what was tried, why, and under what conditions and present a process and outcome analysis of lessons learned. Taken together, Educational Case Reports should reveal trends in educational need and everyday factors that influence what and how health professionals learn. Observations.Medical education is a broad-ranging field that benefits from the diverse perspectives brought by people drawn to teaching and learning for different reasons and from different backgrounds. Observations articles raise awareness of an issue not yet addressed in medical education and identify aspecific need for further investigation or intervention. These issues are national or international in scope, and argumentationis supported by multiple sources of evidence, such as a literature review and multi-institutional or national-level surveys.

Subjects Covered & Scope: Curriculum Studies; Education; Higher Education; Science Education; Teachers & Teacher Education; Teaching & Learning
Editor Board:
EDITOR-IN-CHIEF
Anna T. Cianciolo, Ph.D.
Department of Medical Education
Southern Illinois University School of Medicine
Springfield, IL (USA)
 
DEPUTY EDITORS
Rosemarie Fernandez, M.D. - Division of Emergency Medicine, University of Washington School of Medicine, Seattle, Washington (USA)
Heeyoung Han, Ph.D. - Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois (USA)
David Kessler, M.D., M.Sc. - Department of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York (USA)
Debra L. Klamen, M.D., M.H.P.E. - Associate Dean for Education and Curriculum, Professor and Chair, Medical Education, Southern Illinois School of Medicine, Springfield, Illinois (USA)    
Jeanne L. Koehler, Ph.D. -  Department of Medical Education,  Southern Illinois University School of Medicine, Springfield, Illinois (USA)
Cynthia H. Ledford, M.D. - Departments of Internal Medicine and Pediatrics, The Ohio State University College of Medicine, Columbus, Ohio (USA)
Beth Liston, M.D., Ph.D. - Departments of Internal Medicine and Pediatrics, The Ohio State University College of Medicine, Columbus, Ohio (USA)
Sana Loue, J.D., Ph.D. - Department of Bioethics, Case Western Reserve University School of Medicine, Cleveland, Ohio (USA)
John S. Mahan, M.D. - Department of Pediatrics, The Ohio State University College of Medicine, Columbus, Ohio (USA)
Christine Degnon McFarlin, M.D., M.P.H. - Division of Family Medicine, Department of Humanities, Health, and Society, Herbert Wertheim College of Medicine, Florida International University, Miami, Florida (USA)
Anneke Metz, Ph.D. - MEDPREP, Southern Illinois University School of Medicine, Carbondale, Illinois (USA)
Eric Niederhoffer, Ph.D. - Department of Biochemistry and Molecular Biology, Southern Illinois University School of Medicine, Carbondale, Illinois (USA)
Martin Pusic, M.D., Ph.D. - Department of Emergency Medicine, New York University School of Medicine, New York, New York (USA)
Senthil Kumar Rajasekaran, M.D. - Assistant Dean of Academic Affairs, Office of Medical Education, Department of Physiological Sciences, Eastern Virginia Medical School, Norfolk, Virginia (USA)
Nicole Roberts, Ph.D. - Department of Medical Education, Sophie Davis School for Biomedical Education, City University of New York, New York City, New York (USA)
 
 
CONSULTING EDITOR
Jerry A. Colliver, Ph.D. - Southern Illinois University School of Medicine, Springfield, Illinois (USA)
 
REVIEW BOARD
Dorene Balmer, Ph.D., R.D. - Academic General Pediatrics, Baylor College of Medicine, Houston, Texas (USA)
Elizabeth A. Beverly, Ph.D. - Department of Social Medicine, Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio (USA)
Larry Hurtubise, M.A. - Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio (USA)
Sara Kim, Ph.D. - Department of Surgery, University of Washington School of Medicine, Seattle, Washington (USA)
Matthew Lineberry, Ph.D. - Department of Medical Education, University of Illinois College of Medicine at Chicago, Chicago, Illinois (USA)
William C. McGaghie, Ph.D. - Ralph D. Leischner, Jr. Institute for Education, Loyola University Stritch School of Medicine, Maywood, Illinois (USA)
Elza Mylona, Ph.D. - Faculty Affairs and Professional Development, Eastern Virginia Medical School, Norfolk, Virginia (USA)
Laura Nimmon, Ph.D. - Faculty of Medicine, University of British Columbia, Vancouver, British Columbia (Canada)
Louis Pangaro, M.D., M.A.C.P. - Department of Medicine, Uniformed Services University of Health Sciences, Bethesda, Maryland (USA)
Yoon Soo Park, Ph.D. - Department of Medical Education, University of Illinois College of Medicine at Chicago, Chicago, Illinois (USA)
Emil Petrusa, Ph.D. - Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts (USA)
Boyd F. Richards, Ph.D. - Office of Curriculum, Columbia University College of Physicians and Surgeons, New York, New York (USA)
David Rogers, M.D. M.P.H. - Department of Surgery, University of Alabama Birmingham, Birmingham, Alabama (USA)
Kenneth D. Royal, Ph.D. - Department of Clinical Services, College of Veterinary Medicine, North Carolina State University, Raleigh, NC (USA)
John H. Shatzer, Ph.D. - Interim Director, Office of Assessment and Evaluation, Johns Hopkins School of Medicine, Baltimore, MD (USA)
Nu Viet Vu, Ph.D. -  Unit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Geneva (Switzerland)

MANAGING EDITOR
Melinda J. Conlee - Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois (USA)
 
PAST EDITOR
Paul Feltovich, Ph.D.


FOUNDING EDITORS
Terrill A. Mast, Ph.D.
Howard S. Barrows, M.D.
 

Abtracting & Indexing: Teaching and Learning in Medicine is Abstracted/Indexed in: Elsevier BV - Scopus, 1996- E-psyche National Library of Medicine - PubMed OCLC - ArticleFirst, vol. 1, no.1, 1989- vol. 23, no. 2, 2011 - Electronic Collections Online, vol. 1, no. 1, 1989- vol. 23, no. 2, 2011 - PsycFIRST, vol. 13, no. 1, 2001- vol. 20, no. 4, 2008 Ovid ProQuest Thomson Reuters - Arts and Humanities Search, 200-2004 - Current Contents - Science Citation Index Expanded - Web of Science U.S. National Library of Medicine

- MEDLINE


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