Academic Journal
Q1The Clinical Teacher
About The Clinical Teacher
About The Clinical Teacher
The Clinical Teacher is a peer-reviewed scholarly journal published by Wiley.
Key indicators: ISSN 17434971, 1743498X.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
Publishing in The Clinical Teacher
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of The Clinical Teacher?
17434971, 1743498X.
Who publishes The Clinical Teacher?
Wiley.
Where do I submit to The Clinical Teacher?
Via the official website.
Is The Clinical Teacher peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Journal Metrics
A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Point‐of‐Care Ultrasound in Undergraduate Medical Education: What Is the Impact of Interprofessional Education?
Alice Wakefield
2026-12 · DOI: 10.1111/tct.70545Mapping AI Ethics Integration in Postgraduate Health Professions Education: A Scoping Review Through the Lenses of Principlism and Transformative Learning
Tricia Mae Wong, Ang Yu Chien Constance, Muhamed Shamir Jaffar Hussein, Claude J. Renaud et al.
2026-12 · DOI: 10.1111/tct.70541Reflections on the International Congress on Academic Medicine 2026
James Fisher, Khoa Duong
2026-12 · DOI: 10.1111/tct.70543Reframing Participation as Professional Identity Formation in Health Professions Education: The Professional Becoming Framework
Chris Carter, John Stephens
2026-12 · DOI: 10.1111/tct.70544What Next? Clinical Debriefing Beyond Graduation
Emma Claire Phillips, Sam Skillcorn
2026-12 · DOI: 10.1111/tct.70542Near‐Peer Anatomy‐Anchored Teaching
O. Rackham, M. M. Maitland, P. Ahluwalia, O. Murray et al.
2026-12 · DOI: 10.1111/tct.70539Using a Programme‐Level Approach to Developing Reflective Practice in Health Professions Education in the Age of AI
Carmen Sapsed, Claire Palermo, Ingrid D'Souza, Megan Spencer‐Smith et al.
2026-12 · DOI: 10.1111/tct.70538Give a Practice, Not a Verdict: Making Feedback Usable in Clinical Teaching
Sherry M. Adkins
2026-12 · DOI: 10.1111/tct.70535Training for Change: Developing Clinical Debriefing Champions in a Maternity Unit
Emma Claire Phillips, Stephen Waite, Jocelyne Velupillai, Edward Mellanby et al.
2026-12 · DOI: 10.1111/tct.70537Synthesising Generative Artificial Intelligence Competency Domains for Medical Education Faculty
Pamela Meyers, Cheryl Miller
2026-12 · DOI: 10.1111/tct.70532Clinical Teaching Fellow Practice Within Complex Clinical–Educational Systems: An Activity Theory–Informed Case Study
Nicola Jones, Zilley Khan, Kirsteen Watson
2026-12 · DOI: 10.1111/tct.70534Generative Artificial Intelligence Use Among Medical Students: Learner Perspectives for Clinical Educators
Bryan Bartnick, Sana Shah, Stuart Sommers, Raylee Warren et al.
2026-12 · DOI: 10.1111/tct.70531Re: How to Teach Generative Artificial Intelligence in Undergraduate Medical Education
Gharbi Lassad
2026-12 · DOI: 10.1111/tct.70536Operating Theatre‐Based Video Interventions to Enhance Student Preparation: A Scoping Review
Lachlan Dick, Despina Kimpizi, Elena Kirwan, Maggie Kerr Livingstone et al.
2026-12 · DOI: 10.1111/tct.70530Beyond Retention in Undergraduate POCUS Education
Sean Keane, Naomi Steenhof
2026-10 · DOI: 10.1111/tct.70533Publishing Educational Innovations, Pilots and Interventions in The Clinical Teacher
Paul E. S. Crampton, Annette Burgess
2026-12 · DOI: 10.1111/tct.70529Issue Information
2026-12 · DOI: 10.1111/tct.70312Professionalisation or Credentialism? Fifteen‐Year Enrolment Trends in the UK Postgraduate Certificates in Medical Education
Matthew Bowker, Leah Williams, Michael Atkinson, Chris Tiplady et al.
2026-10 · DOI: 10.1111/tct.70527Reviews
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Version History
October 10, 2026 at 7:39 pm
October 9, 2026