Printed from: http://www.stfm.org/NewsJournals/PRiMER
Peer-Reviewed Reports in Medical Education Research

Welcome to Peer-reviewed Reports in Medical Education Research (PRiMER) 

PRiMER is the online journal of the STFM Resource Library. PRiMER publishes brief reports (1000 words or less) of original research relevant to education in family medicine and closely related areas (primary care, preventive medicine, public health, etc.). As a companion to other STFM journals, PRiMER is focused on medical education and health workforce policy.

In addition to original research, PRiMER will also publish reviewed letters to the editor, as well as short reviews, commentaries, and editorials that have been invited by the editor. Case reports will not be accepted. 

The journal does not publish clinical reviews, clinical research, or other articles that are not related to primary care education or workforce development. However, the journal will consider non-educational research, including clinical research, if the research has a family medicine focus and the first author is a medical student or family medicine resident. 

PRiMER serves as a bridge between the presentation of research results at conferences (such as those hosted by the Society of Teachers of Family Medicine [STFM] or the North American Primary Care Research Group [NAPCRG]), and the development of full-length articles that would be suitable for submission to traditional print journals, such as Family Medicine. Submitted manuscripts may evolve from recent conference presentations, or may be based upon studies or projects that are smaller in scope, exploratory, confirmatory, or in an early stage of development (e.g. pilot studies). 

The goals of PRiMER are to:

  • Provide an outlet for the scholarly exchange of new knowledge and educational innovations that would otherwise not be disseminated after a conference presentation.
  • Facilitate scholarly productivity and writing skills development of early-stage scholars, including researchers, residents, students, and clinical faculty focused on teaching and educational practice.
  • Engage and develop early-stage scholars as manuscript reviewers under the guidance of the editorial team.

Authors MUST read and understand the instructions, available via the AUTHOR INSTRUCTIONS.

Submissions that do not conform to the instructions will be returned to the submitter without peer review.


Copyright 2017 by Society of Teachers of Family Medicine