- Director's Message
- Research Areas
- Researchers
- Students
- Collaborators
- Success Stories
- FMER Advanced Research Seminars
- Journals
Message from the Director
On behalf of our entire group of researchers, affiliated students, and collaborators, it is a pleasure to welcome to the McGill Family Medicine Education Research Group (FMER) website.
The FMER came into being in May 2014, when a group of eight clinicians, educators and researchers in family medicine decided to pull together their experience and expertise to promote family medicine education research.
Being sensitive to the educational priorities of the different family medicine stakeholders, advocating for research plurality, and translating the results of our investigations to all knowledge users, we aspire to significantly contribute to the advancement of the family medicine education research field of inquiry at the local, national, and international levels.
I hope you enjoy your e-visit to the FMER website. We aim not only to inform about our research projects, academic events, and scholarly achievements, but also, and importantly, we would like this site be a privileged means for exchanging with all of those interested in family medicine education research around the world.
Looking forward to hearing from you!
Charo Rodríguez, MD, MSc, PhD
Marion Dove, Gillian Bartlett, Roland Grad, Leonora Lalla, Pierre Pluye, Miriam Boillat, Pierre-Paul Tellier, and Charo Rodriguez.
Inaugural members, 2014. Taken by: Heidi Hollinger
Research Areas
McGill FMER researchers aim to contribute to the advancement of knowledge at all the medical education levels, i.e., undergraduate, postgraduate, and continuing professional development of family medicine clinicians and scholars.
Based on the expertise developed by its members, the FMER scientific program focuses on three major research areas:
- Information technologies and artificial intelligence in family physicians’ education.
- Social and behavioral studies of family medicine education research.
- Implementation science and knowledge translation research in family medicine education.
Regular Members
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Rear line of researchers: Gillian Bartlett, Roland Grad, Peter Nugus, Pierre Pluye, Miriam Boillat, Pierre-Paul Tellier.
Front line of researchers (all sat down): Marion Dove, Leonora Lalla, Tibor Schuster, Charo Rodriguez.
FMER members, 2017. Taken by: Heidi Hollinger
Current Students
Izzie Barin
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Reem El Sherif
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Anafa Gamliel
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Vera Granikov
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Ahd Samman
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Amrita Sandhu
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Raymond Tolentino
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Sima Zahedi
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Collaborators
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Emmanuelle Bélanger
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Center for Gerontology and Healthcare Research Brown University School of Public Health |
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Martin Desseilles
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Department of Psychology, Faculty of Medicine, Namur University
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| Valérie Dory |
Département de Médecine Générale |
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Laure Fiquet
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Département de médecine générale, Faculté de Médecine Université de Rennes 1 |
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Richard Hovey
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Faculty of Dentistry, McGill University
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Steven Jordan
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Department of Interdisciplinary Sciences in Education, Faculty of Education McGill University |
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Sofía López-Roig
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Department of Behavioral Sciences and Health, Faculty of Medicine Miguel Hernández University |
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Maria Angeles Pastor-Mira
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Department of Behavioral Sciences and Health, Faculty of Medicine Miguel Hernández University |
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Teresa Pawlikowska
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Health Professions Education Center, Royal College of Surgeons in Ireland
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Salvador Pertusa-Martínez
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Department of Medicine, Faculty of Medicine Universidad Miguel Hernández |
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Torsten Risør
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Section of General Practice, Department of Public Health, Faculty of Health and Medical Sciences, University of Copenhagen, Denmark |
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François-Xavier Schweyer
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École des Hautes Études en Santé Publique de Rennes.
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Allen Shaughnessy
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Department of Family Medicine, Tufts University School of Medicine
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Mark Yaffe
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Department of Family Medicine, Faculty of Medicine, McGill University
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Success Stories
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Charo Rodriguez June 2022 |
Congrats to Charo Rodriguez, Tamara Carver and co-authors who have published an article entitled Insights for Teaching During A Pandemic: Lessons From A Pre-COVID-19 International Synchronous Hybrid Learning Experience in Family Medicine. |
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Charo Rodriguez May 2022 |
Dr. Charo Rodriguez (Principal Investigator), Dr. Roland Grad (Co-Investigator), and Dr. Francesca Luconi (Collaborator), all members of the McGill Family Medicine Education Research Group (FMER), and their colleagues have been awarded a $241,879 Social Sciences and Humanities Research Council of Canada (SSHRC) Insight Grant for their project entitled Professional Identity Work of Nurse Practitioners and Family Physicians in Primary Care in Quebec and Ontario. Congratulations! |
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Juan Pablo Pimental González May 2022 |
Juan Pablo González has published as first author the article from his dissertation entitled A co-designed curriculum for cultural safety training of Colombian health professionals: sequential-consensual qualitative study. It was published in the Canadian Medical Education Journal and appeared in the major contributions section. Congratulations! |
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Stephanie Long September 2021 |
Congratulations to Stephanie Long, master’s student affiliated with the FMER from 2016 to 2018 and current PhD student in Family Medicine and Primary Care, who has published as first author the article from her MSc thesis entitled ‘Factors affecting perceived credibility of assessment in medical education: A scoping review’ in the leading journal Advances in Health Sciences Education. |
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Charo Rodriguez July 2021 |
Congratulations to Torsten Risør and Charo Rodriguez for the recent publication of their article entitled ‘Clinical reasoning – a scotoma in the medical gaze?’ published in Education for Primary Care. |
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David Felipe Ortiz-Paredes July 2021 |
Congratulations to David Felipe Ortiz-Paredes, former MSc student affiliated with the FMER, and his thesis Advisory Committee for the publication of the article entitled ‘Embedding Identity and How Clinical Teachers Reconcile Their Multiple Professional Identities to Meet Overlapping Demands at Work' in the leading journal Teaching and Learning in Medicine. Access this publication |
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Anish Arora May 2021 |
Congratulations to Anish Arora, former MSc student affiliated with the FMER and current PhD student in Family Medicine and Health Sciences, who has published the first article stemming from his MSc thesis entitled ‘Evaluating Usability in Blended Learning Programs Within Health Professions Education: A Scoping Review' in the journal Medical Science Educator. Access this publication |
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Charo Rodriguez April 2021 |
Congratulations to Charo Rodriguez who, as a member of a research team led by Dr. Annick Giguere (Laval University), has published the article entitled ‘Family Medicine Supervisors’ Preferences for Improving Their Teaching Skills in Senior Care’ in the April 2021 issue of the journal Family Medicine. |
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Samira Rahimi March 2021 |
Congratulations to Samira Abbasgholizadeh Rahimi who, in collaboration with Iranian and Canadian scholars, has published the article entitled ‘Continuing professional education of Iranian healthcare professionals in shared decision-making: lessons learned’ on March 12, 2021 in the international journal BMC Health Services Research. Click here to have access to this publication |
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Pierre Pluye March 2021 |
Congratulations to Pierre Pluye, Full Professor in the Department of Family Medicine, for being the 2021 recipient of the Doctoral Teaching Award by the Northeastern Association of Graduate Schools (NAGS). The NAGS recognizes excellence and creativity in the teaching of doctoral students, and innovation in graduate curriculum development and implementation. |
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Roland Grad January 2021 |
Congratulations to Roland Grad who has published the article entitled “Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial” in the journal Advances in Health Sciences Education. Click here to have access to this publication |
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Charo Rodriguez December 2020 |
Congratulations to Charo Rodríguez who, in collaboration with FMER Collaborators Professors Richard Hovey (Dentistry) and Steven Jordan (Education), has published the article entitled ‘Beyond Lecturing: An Introduction to Gadamer’s Dialogical Hermeneutics with Insights into Health Professions Education’ in the December 2020 issue of the international journal Health Professions Education. Click here to have access to this publication |
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Pierre-Paul Tellier November 2020 |
Congratulations to Pierre-Paul Tellier, who was awarded the 2020 College of Family Physicians of Canada, Reg L Perkins Award for Family Physician of the Year for Quebec. |
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David Felipe Ortiz-Paredes September 9, 2020 |
Congratulations to David Felipe Ortiz-Paredes, MSc 2019, who has received a very competitive Research Paper Award at the AMEE 2020 Virtual Conference, Category Continuing Professional Development. His presentation was entitled "Family Doctor, Educator and Learner: Managing Professional Identities in an International Blended Education Program for Faculty Development" and was based on his work in the MSc program in Family Medicine – Medical Education Concentration. |
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Charo Rodriguez July 24, 2020 |
Congratulations to Charo Rodríguez, who was awarded the 2020-2021 Jonathan Campbell Meakins and Family Memorial Fellowship by the McGill Institute of Health Sciences Education (IHSE). This Fellowship is designed to reward and promote excellence in medical education. |
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Pierre-Paul Tellier July, 2020
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Congratulations to Dr. Pierre-Paul Tellier, who is the 2020 recipient of the Haile T. Debas Prize. The award was established in 2010 by the Faculty of Medicine of McGill University in order to recognize outstanding faculty members who have worked hard to help promote diversity and create an environment of inclusivity. |
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Kathleen Rice July, 2020 |
Congratulations to Dr. Kathleen Rice, who was granted a Tier 2 Canada Research Chair in Medical Anthropology of Primary Care. |
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Pierre-Paul Tellier May 25, 2020 |
Congratulations to Pierre-Paul Tellier, who was awarded 2020 Family Physician of the Year by the Quebec College of Family Physicians. |
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Peter Nugus May 12, 2020 |
Congratulations to Peter Nugus, who was awarded 2020-2021 FRQS Chercheur-boursier Junior 2 – Volet Santé-Société for his research program ‘From Structures to Individuals: How to Encourage Care Coordination across Professional, Organizational, and Systemic Boundaries’. |
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Samira Abbasgholizadeh-Rahimi April 30, 2020 |
Congratulations to Samira Abbasgholizadeh-Rahimi, who was awarded 2020-2021 FRQS Chercheur-boursier Junior 1 for her research program ‘Human-centered Artificial Intelligence for Primary Health Care’, with co-funding from the Unité de Soutien-SRAP Québec. Samira’s application was ranked 1st out of the 23 evaluated by the Health and Society Committee. |
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Anish Arora April 30, 2020 |
Congratulations to Anish Arora, master’s student affiliated with the FMER from 2017 to 2019, who was awarded 2020-2021 FRQS Doctoral Award, with co-funding from the Unité de Soutien-SRAP Québec. Anish’s application was ranked 2nd out of the 14 assessed by the Evaluation Committee. |
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Stephanie Long April 30, 2020 |
Congratulations to Stephanie Long, master’s student affiliated with the FMER from 2016 to 2018, who was awarded 2020-2021 FRQS Doctoral Award, with co-funding from the Unité de Soutien-SRAP Québec. |
FMER Advanced Research Seminars
Journals
*Information taken from the journals' respective webpages*
Medical and Health Professions Education Journals
Academic Medicine (Acad Med)
Frequency: 12 issues per year
Country: United States
Publisher: AAMC
Webpage: https://journals.lww.com/academicmedicine/pages/default.aspx
Official peer-reviewed journal of the Association of American Medical Colleges, Academic Medicine currently is the highest impact factor journal in medical education. Published since July 1926, it “serves as an international forum for the exchange of ideas, information, and strategies to address the major challenges facing the academic medicine community as it strives to carry out its missions in the public interest. The journal's areas of focus include education and training issues; health and science policy; institutional policy, management, and values; research practice; and clinical practice in academic settings.”
Advances in Health Sciences Education: Theory and Practice
(Adv Health Sci Educ Theory Pract)
2020 IF: 2.480
Frequency: 5 issues per year
Country: Netherlands
Publisher: Springer
Website: https://www.springer.com/journal/10459
Peer-reviewed journal published since January 1996 that aims to be “a forum for scholarly and state-of-the art research into all aspects of health sciences education.” Its focus is on the connection between theory and practice. From this follows that priority is given to articles with a sound theoretical basis and strong methodology.
BMC Medical Education (BMC Med Educ)
Frequency: 12 issues per year
Country: United Kingdom
Publisher: BioMed Central – Part of Springer Nature
Webpage: https://bmcmededuc.biomedcentral.com/?gclid=EAIaIQobChMIotLwtNK87wIVyuDICh3sEwRVEAAYASAAEgKWpPD_BwE
Open access journal that publishes “original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.”
Canadian Medical Education Journal (CMEJ)
Frequency: 6 issues per year
Country: Canada
Publisher: Canadian Medical Education Journal
Webpage: https://journalhosting.ucalgary.ca/index.php/cmej
Online non-profit open-access peer-reviewed journal first published in 2010, CMEJ “examines subject matter relating to the formation, education, and training of health care professionals before and after licensure in Canada and internationally.” It targets a large audience including health trainees, clinician teachers, medical education researchers, practitioners and professionals, administrators, decision-makers, medical schools, and universities.
Health Education Journal (Health Educ J)
2020 IF: -
Frequency: 8 issues per year
Country: United Kingdom
Publisher: SAGE
Webpage: https://journals.sagepub.com/home/hej
Published since March 1943, this is “a peer reviewed journal publishing high quality papers on health education as it relates to individuals, populations, groups, and communities vulnerable to and/or at risk of health issues and problems. A strongly educational perspective is adopted with a focus on activities, interventions, and programmes that work well in the contexts in which they are applied. The journal considers original papers on health education research, methodology, policy development, and practice.”
Journal of Continuing Education in the Health Professions
(J Contin Educ Health)
2020 IF: 1.440
Frequency: 4 issues per year
Country: United States
Publisher: John Wiley and Sons Inc.
Webpage: https://journals.lww.com/jcehp/Pages/default.aspx
Published since January 1981, this “is the official journal of the Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.” The main goal of JCEHP is to “improve the scholarship and practice of continuing professional development at the nexus of patient safety, implementation science, quality improvement, continuing education and faculty development across Medicine, Nursing, and other health professions.”
Journal of Graduate Medical Education (J Grad Med Educ)
2020 IF: -
Frequency: 6 issues per year
Country: United States
Publisher: Accreditation Council for Graduate Medical Education (ACGME)
Webpage: https://meridian.allenpress.com/jgme
Published since September 2009, the Journal of Graduate Medical Education (JGME) is the bimonthly peer-reviewed journal of the Accreditation Council for Graduate Medical Education in the United States. The journal focuses on research about graduate medical education (residents and fellows).
Journal of Medical Education and Curricular Development
(J Med Educ Curric Dev)
2020 IF: -
Frequency: 12 issues per year
Country: -
Publisher: SAGE
Webpage: https://journals.sagepub.com/toc/mde/7/
Published since January 2015, this peer-reviewed open access journal is interested in publishing research reports on medical education and curricular development including basic science, clinical, and postgraduate medical education.
Medical Education (Med Educ)
2020 IF: 6.251
Frequency: 12 issues per year
Country: United Kingdom
Publisher: John Wiley and Sons Ltd & The Association of the Study of Medical Education
Webpage: https://onlinelibrary.wiley.com/journal/13652923
Second in the ranking of high impact factor journals in health professions education Medical Education aims to publish highly relevant research reports in all aspects of health professions education including undergraduate, postgraduate, continuing professional development, and interprofessional education.
Medical Education Online (Med Educ Online)
2020 IF: 3.298
Frequency: 1 issue per year
Country: United Kingdom
Publisher: Taylor & Francis
Webpage: https://www.tandfonline.com/toc/zmeo20/current
Open access journal published since 1996. Whereas it publishes peer-reviewed research reports, its main focus is on perspectives, reviews, and pieces of work that address any aspect of health care education and training.
Medical Science Educator (Med Sci Educ)
2020 IF: 0.54
Frequency: 4 issues per year
Country: United States
Publisher: Springer
Webpage: https://www.springer.com/journal/40670
Published since March 2011, this is the official peer-reviewed journal of the International Association of Medical Science Educators (IAMSE). As stressed in its webpage, Medical Science Educator “offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies.”
Medical Teacher (Med Teach)
2020 IF: 3.650
Frequency: 12 issues per year
Country: United Kingdom
Publisher: Taylor & Francis
Webpage: https://www.tandfonline.com/toc/imte20/current
Official publication of the Association for Medical Education in Europe (AMEE), Medical Teacher is an international journal that publishes research reports about any aspect of medical education, with a particular focus on teaching approaches and methods. It was first published in January 1979.
Perspectives on Medical Education (Perspect Med Educ)
2020 IF: 2.947
Frequency: 6 issues per year
Country: Netherlands
Publisher: Springer
Webpage: https://www.springer.com/journal/40037
Official journal of The Netherlands Association of Medical Education (NVMO), Perspectives in Medical Education is a non-profit open access journal published since March 2012 with the aim to “support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.”
Postgraduate Medical Journal (Postgrad Med J)
2020 IF: 2.401
Frequency: 12 issues per year
Country: United Kingdom
Publisher: BMJ Publishing Group
Webpage: https://pmj.bmj.com/
Published since October 1925, Postgraduate Medical Journal “is a peer reviewed journal published by BMJ on behalf of the Fellowship of Postgraduate Medicine. PMJ publishes papers that focus on core competencies; describe current practice and new developments in all branches of medicine; describe relevance and impact of translational research on clinical practice; provide background relevant to examinations; as well as papers on medical education and medical education research.”
Teaching and Learning in Medicine (Teach Learn Med)
2020 IF: 2.414
Frequency: 5 issues per year
Country: United States
Publisher: Taylor & Francis
Webpage: https://www.tandfonline.com/toc/htlm20/current
Published since 1989, Teaching and Learning in Medicine “is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects 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.”
The Clinical Teacher (Clin Teach)
2020 IF: 0.76
Frequency: 6 issues per year
Country: United Kingdom
Publisher: Wiley-Blackwell Publishing Ltd
Webpage: https://onlinelibrary.wiley.com/journal/1743498x
Published since June 2004 on behalf of the Association for the Study of Medical Education (ASME), the Clinical Teacher “is the journal for clinicians who teach and people who are involved in education in a health care setting. It provides easy access to the latest research, practice and thinking in clinical education across the health professions, presented in a readable, stimulating and practical style.”
Family Medicine Education Journals
Education for Primary Care (Educ Prim Care)
2020 IF: 0.72
Frequency: 6 issues per year
Country: United Kingdom
Publisher: Taylor & Francis
Webpage: https://www.tandfonline.com/toc/tepc20/current
Education for Primary Care is an international journal published whose aim is “to support the implementation of best-evidence medical education relevant to primary care.” Taylor & Francis partners with WONCA in its publication.
Family Medicine (Fam Med)
2020 IF: 1.443
Frequency: 10 issues per year
Country: United States
Publisher: STFM
Webpage: https://journals.stfm.org/familymedicine/
“Family Medicine, the official journal of the Society of Teachers of Family Medicine, publishes original research, systematic reviews, narrative essays, and policy analyses relevant to the discipline of family medicine, particularly focusing on primary care medical education, health workforce policy, and health services research. Journal content is not limited to educational research from family medicine educators; and we welcome innovative, high-quality contributions from authors in a variety of specialties and academic fields.”
Peer-Reviewed Reports in Medical Education Research (PRiMER)
2020 IF: -
Frequency: -
Country: United States
Publisher: STFM
Webpage: https://journals.stfm.org/primer
Published since 2017, PRiMER “is an open access scholarly journal of the Society of Teachers of Family Medicine. As a companion to other STFM journals, PRiMER is focused on publishing small, rigorously designed original research briefs in medical education and health workforce policy, as well as learner research.”
