First quartile medical journals in medical education: Faculty awareness and practices in a teaching institution

Abstract Quartile rankings (Q1–Q4) are widely used as indicators of journal quality, with Q1 representing the top 25% by citation impact. Awareness of and engagement with Q1 medical education journals among faculty remains poorly studied. A cross-sectional questionnaire-based survey was conducted among medical faculty across clinical and preclinical departments. Data were analyzed using descriptive statistics and Chi-square tests. Of 188 respondents, 69.6% were familiar with the term “Q1 journal,” and 84.3% identified its definition correctly. However, only 39.4% could name an example. Just 11.7% reported reading Q1 articles weekly, while 25% had submitted a manuscript to a Q1 journal in the past 5 years. Professors were significantly more familiar with the term (92.7%) compared to Assistant Professors (39.6%; P = 0.000). Submission rates were also significantly associated with designation (P = 0.021). Key barriers included high rejection rates (38.3%), time constraints (33.5%), and lack of awareness (29.8%). While faculty shows reasonable awareness of Q1 journals, engagement in terms of reading, citation, and submission remains limited. Structured mentorship and institutional support are essential to bridge this gap.