In recent months we have been working to strengthen the community and put The Clinical Teacher (TCT) at the forefront of practical, health professional education journals. TCT provides accessible research and scholarship for clinicians who teach, people involved in education in health care settings and supports early career researchers. We have sought to ensure manuscripts published within the journal reach high standards in terms of their originality, rigour and practical relevance. We've seen increased submissions to the journal coupled with quicker turnaround times on average, which is a testament to the hard work of the editorial team and especially peer reviewers. In October 2025, we released the patient/consumer voice special issue with guest editors Angela Towle (Vancouver, Canada), Jill Thistlethwaite (Sydney, Australia) and Carolyn Canfield (Vancouver, Canada). The issue is a provocative and diverse read, which challenges the way in which patients are embedded within education, research and scholarship. Topics include patient involvement in a range of ways including curriculum design and development, sharing experiences and narratives, facilitating learning and assessment and being involved in institutional decision making. Please see https://asmepublications.onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1743-498X.health-professional-education. Moreover, the Qualitative Research Triptych series has now reached its conclusion and provides a stimulating how to guide for researchers to learn about qualitative methodological approaches. It is a fantastic resource with a stellar international line-up of acclaimed authors as well as those from less familiar settings. The papers within the series have been highly accessed and are likely to shape the publishing field for years to come. Please see https://asmepublications.onlinelibrary.wiley.com/doi/toc/10.1111/(ISSN)1743-498X.triptych-series. We have now firmly moved into a new submission system (Research Exchange)—as authors and reviewers, you may have noticed a more streamlined and smoother process in uploading work. We are delighted to have added three new associate editors to the team in Amaya Ellawala (York, UK), Megan Brown (Newcastle, UK) and Mikio Hayashi (Osaka, Japan). These appointments strengthen our editorial team, as each individual brings a wealth of experience and knowledge to the role. Gail Jensen and Duncan Shrewsbury completed their terms in 2025, and we are greatly indebted to all their expert insights and tireless efforts in supporting the journal. We have recently launched a special issue to showcase the work of postdoctoral researchers. We warmly invite submissions from across the world, which provide new insights, research and approaches to develop postdoctoral careers. The deadline for submission is 30th June 2026. Please see https://asmepublications.onlinelibrary.wiley.com/hub/journal/1743498x/call-for-papers/si-2025-001649. We are also pleased to update that our ‘Review’ article type is neatly embedded within our regular issues. TCT ‘Review’ articles go beyond traditional literature reviews by having a strong focus on how educators can implement findings. Whilst a review may typically summarise the current knowledge on a specific topic, we challenge authors to also consider how best readers can learn from such data and take understandings forwards. We have seen a high number of submissions to this article type with some great examples, reviewing topics such as the effectiveness of spaced repetition 1, interventions to support out of hours care 2, surgical resident feedback 3, developing veterinary general practice curriculum 4 and compassionate concussion care 5. In 2025, we awarded our next cohort of ‘New voices’, representing a range of professions across countries including Hong Kong, South Africa, Malaysia, Malta, Italy, Ireland, United Arab Emirates, Singapore and the United Kingdom (Table 1). It has been a privilege and honour to meet such an enthusiastic bunch of scholars, and we look forward to working closely with the group in 2026. We also take this opportunity to briefly discuss the ongoing emergence and usage of Artificial Intelligence (AI) in publishing. TCT adheres to Wiley policy in regard to authorship and peer review. Using AI responsibly is critical so that the field as a whole develops, reaches new discoveries and finds new ways to make advancements. However, it is imperative that core values are instilled so that work remains original and ethical, aligning to our publishing standards. Guidelines vary across publishers and journals. Wiley's guidelines for authors and peer reviewers can be found here: https://www.wiley.com/en-gb/publish/article/ai-guidelines/. We encourage transparency with the ways in which AI is used and do not see this as a barrier or something to hide from in the publishing world. Human oversight remains paramount as well as data security, which should be at the forefront of all those integrating AI 6. As mentioned above, our new submission system also has a number of detection tools to help us better protect the integrity of submissions into the journal. As time unfolds, the ways in which AI is integrated, embedded and used to support writing and peer review will come under further scrutiny, but no doubt provides exciting opportunities that we are yet to realise. As the year moves quickly ahead, we are looking forward to the Association for the Study of Medical Education (ASME) Annual Scholarship Meeting to be held in Birmingham, 30th June to 2nd July 2026. See https://www.asme.org.uk/events/asm2026/. This often presents opportunities for in-person meetings with many new ‘New Voices’ group members and ‘New Voices’ alumni. The ASME events seek to foster a collaborative and collegiate environment where TCT actively supports educators, scholars and researchers as they embark on enhancing educational approaches. We are excited to see early career researchers working together to showcase their work through conference presentations and journal submissions, whether through original research, reviews or perspective articles. As always, please get in touch if you have any suggestions for how we can further develop TCT and provide easy access to the latest research, innovation and scholarship in clinical education across the health professions. Paul E. S. Crampton: conceptualization, writing – original draft, writing – review and editing. Annette Burgess: writing – review and editing, conceptualization. The authors declare no conflicts of interest. Data sharing not applicable to this article as no datasets were generated or analysed during the current study.
Crampton et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: