Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	900
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	164
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	148
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	84
Learning from health justice partnerships	82
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	77
The role of artificial intelligence in knowledge management for medical students and doctors	61
Front row seat: The role MMI assessors play in widening access to medical school	58
SOAP E in action: Pioneering a path to equity through a novel teaching approach	55
A three-step approach to enhancing the educational value of workplace-based assessments	54
Submitting artificial intelligence in health professions education papers to Medical Teacher	48
Types of clinical reasoning in a summative clerkship oral examination	45
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	44
Response to: Understanding patient involvement in judging students’ communication skills in OSCEs	43
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	43
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	42
Embodying performance excellence in medicine: Can The Six Viewpoints help?	40
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	39
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	38
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	37
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	36
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	36
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	35
Response to: Twelve tips for fostering the next generation of medical teachers	34
The prescribing safety assessment: Protecting patients from poor prescribing	32

Redefining Academic Achievement: The Case for Mentorship in Italy	32
Medical Teacher in Ten Minutes	31
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	30
Performativity and showmanship in clinical learning: A boon or a bane?	30
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	30
Admission into healthcare education in France: Half-baked reform that further complicates the system	28
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	28
AI in education: A futuristic vision	28
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	27
Correction	27
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	27
Medical exams in the era of accessible Artificial Intelligence	27
A critical perspective on transformative learning in faculty development	26
Twelve tips to virtually operationalize co-creation of educational design	24
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	24
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	23
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	23
Health professional education at global scale: The inaugural Lincoln Chen lecture	23
Pairing students on the wards: The effect on the clerkship learning environment	23
Response to: “Dismantling medical education’s incompatible ideology”	23
The relationship of psychological health and primary emotional traits in medical students	23
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	23
Task type and instructional context shape the influence of generative AI on hallucinations of learning	23
An overview of global CME/CPD systems	23
Advancing primary care: Doctoral program for physician associates and nurse practitioners	22
Examining the role of third-party resources in promoting anti-racist medical education	21
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	21
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	20
Perspective on faulty faculty development	20
Reimagining faculty development: A paradigm shift from content to transformative learning processes	19
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	19
Medical student response to ‘twelve tips to center social accountability in undergraduate medical education’	19
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study	19
Managing exam stress: Caveats to break stations in OSCEs	19
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	19
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	18
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	18
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	17
Twelve tips for using the Understanding by Design ® curriculum planning framework	16
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	16
Marking parties for marking written assessments: A spontaneous community of practice	16
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	15
How do medical educators discern, decode, and act upon trainees appearing to engage in impression management?	15
Medical Teacher in Ten Minutes	15
Keeping it real: The future direction of medical schools	15
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	15
Twelve tips for developing and implementing an effective critical care simulation programme	15
Twelve tips for integrating medical students into specialty clinics	15
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	15
When the wheels fall off – Medical students’ experiences of interrupted academic progression	14

From provider to patient: Lessons from an occupational exposure	14
WFME recognition programme	14
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	14
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	14
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	14
The void: COVID-19 restrictions and junior doctor education opportunities	13
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	13
Does following a breast cancer patient for a day enhance medical student empathy?	13
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	13
Time to treat the climate and nature crisis as one indivisible global health emergency	13
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	13
Is introduction of mental health education in dental school more important now than ever?	13
Response to: ‘Models of clinical integration into basic science education for first year medical students’	12
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis	12
Teaching professionalism in 2021 and its increasing importance	12
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	12
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	12
Co-designing formal health professions curriculum in partnership with students: A scoping review	12
Response to: 'Commentary on the AMEE guide to selection into medical school'	12
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	12
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	12
Creating virtual patients using large language models: scalable, global, and low cost	12
Interprofessional learning in practice-based settings: AMEE Guide No. 169	12
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	11
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	11
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	11
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	11
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	11
Leveraging evaluation of quality on medical education research with ChatGPT	11
Groupthink among health professional teams in patient care: A scoping review	11
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	10
Resilience and mental health: How we can help medical students flourish	10
Emotional intelligence is more important than the learning environment in improving critical thinking	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
A critical review of perspective-taking measurement instruments	10
Harnessing the value of medical students in academic medical centers	10
Teaching compassion for social accountability: A parallaxic investigation	10
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	10
Using FAIR principles for improving the preparedness of healthcare teams involved in-home care during COVID-19	10
Measurement instruments for perspective-taking: BEME Review No. 91	10
What constitutes a medical miseducation? Ten mishaps, readily remedied	10
Response to: Twelve tips for developing palliative care teaching in an undergraduate curriculum	10
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	10
Navigating complexity in a new proposed OSCE feedback model	10
Learning from ourselves: The power of self-reflection in simulation teaching	10
Twelve tips to aid interpretation of post-assessment psychometric reports	10
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	10
The potential of 3D models and augmented reality in teaching cross-sectional radiology	10
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	10
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	10
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	10
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	9
Engaging clinical examiners with structured feedback to enhance assessment practices	9
Role of a mentor in enhancing the academic performance of students in remediation	9
Twelve tips for medical educators to optimize their curricula vitae	9
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	9
The ethical imperative of civility in medicine	9
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	9
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	9
Absence of skin of colour images in online dermatology atlases and open-access datasets	9
Harnessing the power of ChatGPT in medical education	9
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	9
Education curriculum for surgical interns that improves stress management and grit levels	9
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	9
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	9
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	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
Ethical sense, medical ethics education, and maieutics	9
Dismantling medical education’s incompatible ideology	9
When theory joins practice: A design-based research approach for leader identity development	9
Building on the conversation about mentorship in medical research	9
Medical Teacher in Ten Minutes	9
Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187	8
Supporting health professional educators in the workplace: A scoping review	8
Medical Teacher In Ten Minutes	8
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	8
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	8
Medical Teacher in Ten Minutes	8

Gender bias in the evaluation of interns in different medical specialties: An archival study	8
Investigating feedback orientation in medical learners	8
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	8
The benefits of rotating through palliative care: A qualitative study	8
Medical Teacher in Ten Minutes	8
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	8
Click, create, critique: Futureproofing critical thinking in the age of generative AI	8
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	8
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	8
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	8
Qualitative research interviews for health professions education: AMEE Guide No. 185	7
Medical education and the 12-day Iran war: Emphasizing the impact of resilience and medical training	7
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	7
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	7
Rethinking peer evaluation in team-based learning	7
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	7
Medical education in Brazil: More schools, but what for?	7
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	7
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	7
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	7
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	7
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	7
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	7
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	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
Empathy in family medicine postgraduate education: A mixed studies systematic review	7
Twelve tips for co-production of online learning	7
Towards precision well-being in medical education	7
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	7
Analysis of physical learning spaces in a university hospital: A case study	7
Medical imaging training with eye movement modeling examples: A randomized controlled study	7
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	7
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	7
Listening – moving from a closed fist to an open palm	7
Enhancing reflective practice with ChatGPT: A new approach to assignment design	7
Twelve tips for maximizing the potential of reflective writing in medical education	7
A multispecialty ethnographic study of clinical competency committees (CCCs)	7
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	7
In response to: "Twelve tips for integrating podcasts into medical education”	7
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	7
Addressing Code Red for humans and the planet: We are in this together	6
Development of Somaliland national harmonised medical curriculum	6
Style is the answer to the death of the academic author	6
Thank you to our Medical Teacher Editorial Board and Reviewers!	6
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	6
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	6
To leave no one behind in complex systems of health and education	6
International collaboration in health professions education	6
Proposing the Community Triad Model to action social accountability in medical schools	6
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	6
Interrater reliability in neurology objective structured clinical examination across specialties	6
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	6
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	6
A traditional or an innovative approach to assessment: The Assessment PROFILE	6
Junior doctors’ workplace well-being and the determinants based on ability–motivation–opportunity (AMO) theory: Educational and managerial implications from a three-year longitudinal observation after	6
Is competency-based medical education sustainable? A pilot study on well-being impacts	6
Striking fear into students’ hearts: Unforeseen consequences of prescribing education	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	6
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	6
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	6
The number needed to teach: A framework for health professions education	6
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	6
Separation anxiety: Walking away from clinical practice	6
Medical Teacher in Ten Minutes	6
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	6
Twelve tips for teaching in virtual reality	6
Evaluating racial bias in clinical assessments	6
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	6
Medical Teacher in Ten Minutes	6
Correction	6
Building excellence into medical and health professional education programs	6
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	6
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	6
Teaching medical students, psychiatric residents, and fellows about cognitive biases: Lunch a go–go	6
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	6
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	6
After the academic author, the peer-reviewer’s hours are counted	6
The impact of core curriculum revisions on Japanese medical schools: Navigating curriculum evolution	5
Embracing the illusion of explanatory depth: A strategic framework for using iterative prompting for integrating large language models in healthcare education	5
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161	5
Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis	5
A peer-to-peer handoff tool to ease clerkship transitions	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
Competency domains of educators in medical, nursing, and health sciences education: An integrative review	5
The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81	5
What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study	5
ChatGPT for assessment writing	5
Understanding resident wellness: A path analysis of the clinical learning environment at three institutions	5
Is use of ChatGPT cheating? Students of health professions perceptions	5
What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example	5
Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education	5
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale	5