Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	743
The role of artificial intelligence in knowledge management for medical students and doctors	125
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	117
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	105
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	82
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	74
Types of clinical reasoning in a summative clerkship oral examination	74
Learning from health justice partnerships	66
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	53
Submitting artificial intelligence in health professions education papers to Medical Teacher	52
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	51
A three-step approach to enhancing the educational value of workplace-based assessments	48
Front row seat: The role MMI assessors play in widening access to medical school	46
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	42
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	39
SOAP E in action: Pioneering a path to equity through a novel teaching approach	39
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	38
Response to: A faculty development course focusing on the humanities to promote reflection on teaching	38
Response to: Understanding patient involvement in judging students’ communication skills in OSCEs	37
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	36
Embodying performance excellence in medicine: Can The Six Viewpoints help?	35
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	34
Response to: Twelve tips for fostering the next generation of medical teachers	33
Redefining Academic Achievement: The Case for Mentorship in Italy	31
The prescribing safety assessment: Protecting patients from poor prescribing	30

Medical Teacher in Ten Minutes	30
AI in education: A futuristic vision	28
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	28
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	28
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	27
Performativity and showmanship in clinical learning: A boon or a bane?	26
A critical perspective on transformative learning in faculty development	25
Correction	25
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	24
The relationship of psychological health and primary emotional traits in medical students	24
Twelve tips to virtually operationalize co-creation of educational design	24
Pairing students on the wards: The effect on the clerkship learning environment	23
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	23
Admission into healthcare education in France: Half-baked reform that further complicates the system	23
How can we better prepare new doctors for the tasks and challenges of ward rounds?: An observational study of junior doctors’ experiences	23
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	23
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	22
A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEM	22
Medical exams in the era of accessible Artificial Intelligence	22
Advancing primary care: Doctoral program for physician associates and nurse practitioners	22
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	22
Examining the role of third-party resources in promoting anti-racist medical education	22
Managing exam stress: Caveats to break stations in OSCEs	21
Perspective on faulty faculty development	21
Who do I think you are? The guessing game ice breaker: Building community	21
Response to twelve tips for remote learning	20
Medical student response to ‘twelve tips to center social accountability in undergraduate medical education’	20
A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors	20
CARECOS study: Medical students’ empathy as assessed with the CARE measure by examiners versus standardized patients during a formative Objective and Structured Clinical Examination (OSCE) station	19
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	19
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	19
Reimagining faculty development: A paradigm shift from content to transformative learning processes	19
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	19
Twelve tips to center social accountability in undergraduate medical education	19
Health professional education at global scale: The inaugural Lincoln Chen lecture	19
Response to: “Dismantling medical education’s incompatible ideology”	19
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	18
Response to: ‘Models of clinical integration into basic science education for first year medical students’	18
An overview of global CME/CPD systems	18
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	18
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	17
Keeping it real: The future direction of medical schools	17
Does following a breast cancer patient for a day enhance medical student empathy?	16
Twelve tips for integrating medical students into specialty clinics	16
Twelve tips for developing and implementing an effective critical care simulation programme	16
Twelve tips for using the Understanding by Design ® curriculum planning framework	16
Medical Teacher in Ten Minutes	15
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	15
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	15
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	15

WFME recognition programme	14
From provider to patient: Lessons from an occupational exposure	14
When the wheels fall off – Medical students’ experiences of interrupted academic progression	14
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	14
Response to: 'Commentary on the AMEE guide to selection into medical school'	14
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	14
Time to treat the climate and nature crisis as one indivisible global health emergency	14
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	14
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	13
The void: COVID-19 restrictions and junior doctor education opportunities	13
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	13
Is introduction of mental health education in dental school more important now than ever?	13
Response to: ‘Twelve tips for medical students on how to maximise remote learning’	13
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	13
Marking parties for marking written assessments: A spontaneous community of practice	12
Using audio-diaries for research and education: AMEE Guide No. 144	12
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	12
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	12
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	12
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	12
Creating virtual patients using large language models: scalable, global, and low cost	12
Co-designing formal health professions curriculum in partnership with students: A scoping review	11
What constitutes a medical miseducation? Ten mishaps, readily remedied	11
Leveraging evaluation of quality on medical education research with ChatGPT	11
Teaching professionalism in 2021 and its increasing importance	11
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	11
A critical review of perspective-taking measurement instruments	11
Interprofessional learning in practice-based settings: AMEE Guide No. 169	11
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	11
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	11
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	11
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	10
Reducing our practical skills proficiency threshold at who’s loss?	10
Know thyself: Development and validation of self-awareness of teaching skills (SATS) measuring instrument for medical teachers	10
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	10
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	10
Using FAIR principles for improving the preparedness of healthcare teams involved in-home care during COVID-19	10
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	10
Planetary health education in medical curricula in the Republic of Ireland	10
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	10
Response to: Twelve tips for developing palliative care teaching in an undergraduate curriculum	10
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	10
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	10
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	10
The art of engaging TBL sessions: Perspectives of medical students	10
The potential of 3D models and augmented reality in teaching cross-sectional radiology	10
Measurement instruments for perspective-taking: BEME Review No. 91	10
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	10
In correspondence with the 12 tips to centre social accountability	10
Groupthink among health professional teams in patient care: A scoping review	10
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	10
Teaching compassion for social accountability: A parallaxic investigation	10
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	9
Building on the conversation about mentorship in medical research	9
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	9
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	9
Navigating complexity in a new proposed OSCE feedback model	9
Learning from ourselves: The power of self-reflection in simulation teaching	9
Medical Teacher in Ten Minutes	9
Emotional intelligence is more important than the learning environment in improving critical thinking	9
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	9
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	9
Resilience and mental health: How we can help medical students flourish	9
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	9
Role of a mentor in enhancing the academic performance of students in remediation	9
Harnessing the value of medical students in academic medical centers	9
Education curriculum for surgical interns that improves stress management and grit levels	8
Investigating feedback orientation in medical learners	8
Supporting health professional educators in the workplace: A scoping review	8
Dismantling medical education’s incompatible ideology	8
The ethical imperative of civility in medicine	8
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	8
Engaging clinical examiners with structured feedback to enhance assessment practices	8
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	8
Ethical sense, medical ethics education, and maieutics	8
Harnessing the power of ChatGPT in medical education	8
Twelve tips for medical educators to optimize their curricula vitae	8
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	8
Absence of skin of colour images in online dermatology atlases and open-access datasets	8
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	8

Transformative power of an early ICU internship: A reflection from our undergraduate medical students	8
When theory joins practice: A design-based research approach for leader identity development	8
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	8
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	7
Empathy in family medicine postgraduate education: A mixed studies systematic review	7
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	7
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	7
A resource efficient and reliable standard setting method for OSCEs: Borderline regression method using standardized patients as sole raters in clinical case encounters with medical students	7
Twelve tips to aid interpretation of post-assessment psychometric reports	7
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	7
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	7
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	7
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	7
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	7
Gender bias in the evaluation of interns in different medical specialties: An archival study	7
Medical Teacher In Ten Minutes	7
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	7
Medical Teacher in Ten Minutes	7
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	7
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	7
The benefits of rotating through palliative care: A qualitative study	7
Medical Teacher in Ten Minutes	7
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	7
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	7
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	6
Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83	6
Development of Somaliland national harmonised medical curriculum	6
Medical imaging training with eye movement modeling examples: A randomized controlled study	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Analysis of physical learning spaces in a university hospital: A case study	6
Response to: ‘Twelve tips for successfully getting involved in research as a medical student’	6
Medical education in Brazil: More schools, but what for?	6
Twelve tips for maximizing the potential of reflective writing in medical education	6
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	6
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	6
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	6
Use of an apprenticeship model to facilitate prescribing learning on clinical placements	6
A multispecialty ethnographic study of clinical competency committees (CCCs)	6
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	6
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	6
Medical Teacher in Ten Minutes	6
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	6
Twelve tips for co-production of online learning	6
Rethinking peer evaluation in team-based learning	6
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	6
Listening – moving from a closed fist to an open palm	6
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	6
The Student-Generated Reasoning Tool (SGRT): Linking medical knowledge and clinical reasoning in preclinical education	6
Interrater reliability in neurology objective structured clinical examination across specialties	6
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	6
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	6
A traditional or an innovative approach to assessment: The Assessment PROFILE	6
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	6
Separation anxiety: Walking away from clinical practice	6
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	6
In response to: "Twelve tips for integrating podcasts into medical education”	6
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	6
Enhancing reflective practice with ChatGPT: A new approach to assignment design	6
Towards precision well-being in medical education	6
Addressing Code Red for humans and the planet: We are in this together	6
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	6
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	6
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	5
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	5
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	5
Mental health among elite sportspeople: Lessons for medical education	5
Design and evaluation of a team-based interprofessional practice placement: A design-based research approach	5
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics	5
Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186	5
The need to educate on effective reflective practice for international medical graduates	5
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	5
Sweet reflections: Inspiring conversations and hope in healthcare	5
Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content	5
International collaboration in health professions education	5
Twelve tips for teaching in virtual reality	5
Students’ perspective on wellness intervention programs	5
To leave no one behind in complex systems of health and education	5
Increasing medical student participation in scholarly publications at a primary care-focused medical school	5
Ophthalmology teaching in Australian medical schools: A national survey	5
Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education	5
Examining the gaps in medical students’ study habits and effective learning strategies	5
‘Key findings’, ‘key features’ and ‘key clinical decisions’ in clinical reasoning assessment	5
Twelve tips for excelling as an introvert in academic medicine (at all levels)	5
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	5
Teaching medical students, psychiatric residents, and fellows about cognitive biases: Lunch a go–go	5
Building excellence into medical and health professional education programs	5
Proposing the Community Triad Model to action social accountability in medical schools	5
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training	5
What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example	5
PharmaCORE: Optimizing medical pharmacology education with an innovative instructional dashboard	5
Model for an Academic Medicine Interest Group: A student-led initiative	5
Are we teaching the health impacts of climate change in a clinically relevant way? A systematic narrative review of biomechanism-focused climate change learning outcomes in medical curricula	5
What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study	5
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	5