Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	691
The role of artificial intelligence in knowledge management for medical students and doctors	117
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	102
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	101
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	80
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	70
Learning from health justice partnerships	70
Front row seat: The role MMI assessors play in widening access to medical school	63
Submitting artificial intelligence in health professions education papers to Medical Teacher	53
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	47
SOAP E in action: Pioneering a path to equity through a novel teaching approach	46
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	46
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	46
Response to: A faculty development course focusing on the humanities to promote reflection on teaching	46
Response to: Understanding patient involvement in judging students’ communication skills in OSCEs	42
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	38
A three-step approach to enhancing the educational value of workplace-based assessments	37
Embodying performance excellence in medicine: Can The Six Viewpoints help?	37
Types of clinical reasoning in a summative clerkship oral examination	36
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	35
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	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	34
Redefining Academic Achievement: The Case for Mentorship in Italy	30
Medical teacher in ten minutes	29

The prescribing safety assessment: Protecting patients from poor prescribing	29
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	28
Medical Teacher in Ten Minutes	27
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	27
AI in education: A futuristic vision	27
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	27
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	26
Correction	25
A critical perspective on transformative learning in faculty development	24
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	23
Admission into healthcare education in France: Half-baked reform that further complicates the system	23
Twelve tips to virtually operationalize co-creation of educational design	23
How can we better prepare new doctors for the tasks and challenges of ward rounds?: An observational study of junior doctors’ experiences	23
An overview of global CME/CPD systems	23
Advancing primary care: Doctoral program for physician associates and nurse practitioners	22
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	22
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	22
Pairing students on the wards: The effect on the clerkship learning environment	22
Examining the role of third-party resources in promoting anti-racist medical education	21
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	21
Medical exams in the era of accessible Artificial Intelligence	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
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	21
Perspective on faulty faculty development	20
Response to twelve tips for remote learning	19
Managing exam stress: Caveats to break stations in OSCEs	19
Who do I think you are? The guessing game ice breaker: Building community	19
Coaching the coaches: Employing role modeling and coaching as a faculty development strategy	19
A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors	18
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	18
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	18
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	18
Medical student response to ‘twelve tips to center social accountability in undergraduate medical education’	18
Health professional education at global scale: The inaugural Lincoln Chen lecture	18
Reimagining faculty development: A paradigm shift from content to transformative learning processes	18
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	18
Twelve tips to center social accountability in undergraduate medical education	18
Response to: ‘Models of clinical integration into basic science education for first year medical students’	17
Performativity and showmanship in clinical learning: A boon or a bane?	17
Response to: “Dismantling medical education’s incompatible ideology”	17
Keeping it real: The future direction of medical schools	16
Twelve tips for using the Understanding by Design ® curriculum planning framework	16
Does following a breast cancer patient for a day enhance medical student empathy?	16
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	16
Twelve tips for developing and implementing an effective critical care simulation programme	16
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	15
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	15
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	15
Twelve tips for integrating medical students into specialty clinics	15

Medical Teacher in Ten Minutes	15
When the wheels fall off – Medical students’ experiences of interrupted academic progression	15
From provider to patient: Lessons from an occupational exposure	14
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	14
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	14
WFME recognition programme	14
Interprofessional learning in practice-based settings: AMEE Guide No. 169	14
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	14
Response to: 'Commentary on the AMEE guide to selection into medical school'	13
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	13
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	13
Time to treat the climate and nature crisis as one indivisible global health emergency	13
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	13
Response to: ‘Twelve tips for medical students on how to maximise remote learning’	13
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	13
Is introduction of mental health education in dental school more important now than ever?	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
Creating virtual patients using large language models: scalable, global, and low cost	12
Teaching professionalism in 2021 and its increasing importance	12
Co-designing formal health professions curriculum in partnership with students: A scoping review	12
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	12
Using audio-diaries for research and education: AMEE Guide No. 144	12
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	12
Marking parties for marking written assessments: A spontaneous community of practice	12
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	11
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	11
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	11
What constitutes a medical miseducation? Ten mishaps, readily remedied	11
Planetary health education in medical curricula in the Republic of Ireland	11
Leveraging evaluation of quality on medical education research with ChatGPT	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	11
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	10
A critical review of perspective-taking measurement instruments	10
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	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
Measurement instruments for perspective-taking: BEME Review No. 91	10
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	10
In correspondence with the 12 tips to centre social accountability	10
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	10
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	10
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	10
The potential of 3D models and augmented reality in teaching cross-sectional radiology	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
Using FAIR principles for improving the preparedness of healthcare teams involved in-home care during COVID-19	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
Learning from ourselves: The power of self-reflection in simulation teaching	9
The art of engaging TBL sessions: Perspectives of medical students	9
Harnessing the value of medical students in academic medical centers	9
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	9
Building on the conversation about mentorship in medical research	9
Groupthink among health professional teams in patient care: A scoping review	9
Teaching compassion for social accountability: A parallaxic investigation	9
Navigating complexity in a new proposed OSCE feedback model	9
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	9
Resilience and mental health: How we can help medical students flourish	9
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	8
Absence of skin of colour images in online dermatology atlases and open-access datasets	8
When theory joins practice: A design-based research approach for leader identity development	8
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	8
Twelve tips to aid interpretation of post-assessment psychometric reports	8
Role of a mentor in enhancing the academic performance of students in remediation	8
Education curriculum for surgical interns that improves stress management and grit levels	8
Supporting health professional educators in the workplace: A scoping review	8
Early career doctors' experiences of psychiatry placements: A qualitative study	8
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	8
Ethical sense, medical ethics education, and maieutics	8
Investigating feedback orientation in medical learners	8
Engaging clinical examiners with structured feedback to enhance assessment practices	8
Thinking differently – Students’ cognitive processes when answering two different formats of written question	8
Medical Teacher in Ten Minutes	8
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	8
Emotional intelligence is more important than the learning environment in improving critical thinking	8
Medical Teacher In Ten Minutes	7
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	7
Dismantling medical education’s incompatible ideology	7

The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	7
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	7
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	7
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	7
The benefits of rotating through palliative care: A qualitative study	7
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	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
Recognising the value of student involvement in the MDT huddle: A junior doctor’s perspective	7
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	7
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	7
Medical education in Brazil: More schools, but what for?	7
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	7
Enhancing reflective practice with ChatGPT: A new approach to assignment design	7
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	7
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	7
Twelve tips for medical educators to optimize their curricula vitae	7
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	7
Towards precision well-being in medical education	7
Gender bias in the evaluation of interns in different medical specialties: An archival study	7
Medical Teacher in Ten Minutes	7
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	7
Rethinking peer evaluation in team-based learning	7
Medical Teacher in Ten Minutes	7
Harnessing the power of ChatGPT in medical education	7
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	7
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	6
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	6
To leave no one behind in complex systems of health and education	6
Separation anxiety: Walking away from clinical practice	6
Interrater reliability in neurology objective structured clinical examination across specialties	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Empathy in family medicine postgraduate education: A mixed studies systematic review	6
Development of Somaliland national harmonised medical curriculum	6
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	6
Twelve tips for co-production of online learning	6
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	6
Analysis of physical learning spaces in a university hospital: A case study	6
Medical imaging training with eye movement modeling examples: A randomized controlled study	6
Listening – moving from a closed fist to an open palm	6
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	6
The number needed to teach: A framework for health professions education	6
Proposing the Community Triad Model to action social accountability in medical schools	6
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	6
Medical Teacher in Ten Minutes	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
A traditional or an innovative approach to assessment: The Assessment PROFILE	6
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	6
A multispecialty ethnographic study of clinical competency committees (CCCs)	6
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	6
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	6
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	6
“House calls”: An approach to faculty development in distributed medical education	6
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	6
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	6
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	6
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	6
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	6
Twelve tips for maximizing the potential of reflective writing in medical education	6
Response to: ‘Twelve tips for successfully getting involved in research as a medical student’	6
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	6
In response to: "Twelve tips for integrating podcasts into medical education”	6
‘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
Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content	5
Students’ perspective on wellness intervention programs	5
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education: A system-based approach.	5
Addressing Code Red for humans and the planet: We are in this together	5
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training	5
The Student-Generated Reasoning Tool (SGRT): Linking medical knowledge and clinical reasoning in preclinical education	5
International collaboration in health professions education	5
Ophthalmology teaching in Australian medical schools: A national survey	5
The need to educate on effective reflective practice for international medical graduates	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
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161	5
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	5
Mental health among elite sportspeople: Lessons for medical education	5
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	5
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	5
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	5
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	5
Thank you to our Medical Teacher Editorial Board and Reviewers!	5
Use and implementation of focus groups	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
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation	5
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	5
Design and evaluation of a team-based interprofessional practice placement: A design-based research approach	5
Competency domains of educators in medical, nursing, and health sciences education: An integrative review	5
Evaluating racial bias in clinical assessments	5
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	5
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	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
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	5