Medical Teacher

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In the current issue of Medical Teacher (37, 4):

What does it mean to thoroughly integrate a medical school curriculum?
The popularity of the term “integrated curriculum” has grown in medical education over the last two decades, but what does this term mean?  This new AMEE Guide is presented to assist educators in the design, implementation, and evaluation of a thoroughly integrated medical school curriculum.

How to flip a classroom
Two practical papers to help the medical educator to use the “flipped classroom” effectively.

Should we choose between PBL and TBL? 
This paper advocates a joining of forces - combining elements of PBL and TBL could facilitate an amalgamation of instructional approaches in keeping with current instructional design principles, using the best of both worlds to optimise student learning.

Can students be used as examiners in an OSCE? 
This study compares the effect of student examiners (SE) to that of faculty examiners(FE) on examinee performance in an OSCE as well as on post-assessment evaluation in the area of emergency medicine management, concluding that it is justified to encourage medical students to officiate as examiners in undergraduate emergency medicine OSCE formative testing, but not necessarily in summative assessment evaluations.

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Find out how to get involved in the peer review process
Editor Ronald Harden on all things medical education

From the Editorial Office:

Poster session

Medical Teacher Poster Prize

Find out more about the Medical Teacher Poster Prize, including this year's winners at AMEE 2014



Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.

2013 Impact Factor:2.045 5-Year Impact Factor:2.170

Frequency: 12 issues per year


ISSN: 0142-159X (print), 1466-187X (electronic)


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