Medical Education

Article	Citations
	105
A circulating cadaveric simulation model for neurosurgery residents	76
The power of stories: Supporting professional identity transitions through longitudinal coaching	52
Researching models of innovation and adoption in health professions education	50
How argumentation theory can inform assessment validity: A critical review	47
	47
Tackling teaching patient safety: gamification to the rescue	45
Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities	43
Empowering rural educators: Strategies for overcoming barriers in clinical teaching	40
Student‐led ward rounds	39
The role of groups in assessing learners with specific learning difficulties	38
Addressing disparities in capital to promote social equity in medical education	38
When I say … ‘non‐clinical practice’	37
Brace yourself: Medical Education is again being unleashed	34
The problem with adopting a marathon mindset	34
A pipeline for health systems science in postbaccalaureate premedical programmes	33
Advancing consideration of gender within health profession education: What is required?	33
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐19	31
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study	30
Investigating feelings of imposterism in first‐year medical student narratives	29
Empowering medical students with AI literacy: A curriculum development journey	29
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	29
Mentorship for all in academic medicine	29
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams	29
Patients' perspectives on medical students' professionalism: Blind spots and opportunities	28

When I say … Emotional labour	28
The tip of the iceberg and beyond: Here's to all those who enable health professional education	28
Issue Information	27
Silent teachers: Narratives from the simulation lab	26
Giving back to babies, point of care ultrasound in paediatrics	25
Issue Information	24
Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning	23
Widening access to medicine: Perspectives from the Global South and the Malaysian context	23
Lost in learning	23
Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study	23
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing	22
Meaning making about performance: A comparison of two specialty feedback cultures	22
December in this issue	21
Time‐based versus competency‐based medical education: Opportunities and challenges	21
In this issue	21
IN THIS ISSUE	21
The impact of generative AI on health professional education: A systematic review in the context of student learning	20
The six‐thinking‐hat technique for decision‐making in biomedical ethics	20
When I say … neurodiversity paradigm	19
Mindfulness training in healthcare professions: A scoping review of systematic reviews	19
Empathy in health professions education: What works, gaps and areas for improvement	18
Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty	18
Let me be perfectly queer: Improving sexual orientation and gender identity data collection	17
Welcome in	17
Smartphone‐based augmented reality physiology and anatomy laboratories	17
The toll of staying dry in a sea of context	17
Compassion training: Towards a better understanding of patients through self‐exposure	17
When I say … Situation	16
BMAT's predictive validity for medical school performance: A retrospective cohort study	16
Perceptions and emotions about learning and assessment: Why should we care?	16
Selecting trainees: Too much focus on predictive metrics, not enough on holistic review	16
Beyond competence: Towards a more holistic perspective in medical education	16
An equity timeout in quality improvement medical education	16
Epistemic injustice: The hidden vulnerability of medicine	15
A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective	15
Doing justice when incorporating sustainability into pre‐medical curricula	15
Medical students experience science communication via moderating podcasts	14
Issue Information	14
We should nudge clinicians and trainees to participate in health professions education programmes	14
Inclusive assessment in health professions education: Balancing global goals and local contexts	14
Under the radar: How participating in a student organization can shape medical students' professional identity	14
Borderline doctor: A medical student's struggle with mental health and stigmatisation	14
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Exploring mentorship in surgery: An interview study on how people stick together	14
Issue Information	14
Innovative haematology virtual escape room for medical education	14
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Critical incidence reporting about medical teaching	13
Hospital leadership training should start in medical school	13
Cultural historical activity and the complexity of health professions education	13

A resident scholarship oversight committee to increase scholarly productivity	13
Student‐led creation and sharing of e‐learning resources	13
Action‐project method: An approach to describing and studying goal‐oriented joint actions	13
When I say … Social	12
Supporting women in academia: A dyad mentorship model	12
How can bibliometric approaches help to understand the field of medical education?	12
Issue Information	12
Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation	12
Utilising peer educators to provide formative clinical reasoning feedback	12
The experiences of autistic medical students: A phenomenological study	11
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Whiteness theory and the (in)visible hierarchy in medical education	11
From challenge to growth: Exploring physician narratives of patient complaints during residency	11
In this issue	11
GradeGPT—Generative AI for grading post‐OSCE notes	11
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Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination	11
When I say … burnout	11
Intersections of space with wellbeing and learning: Awakening space research	11
Erratum	11
Fostering the clinician as teacher: A realist review	11
Narrative candour: Learning from diverse stories of imperfect medical practice	11
Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution	11
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy	11
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When I say … space	10
When I say … inclusive teaching	10
Connect or detach: A transformative experience for medical students in end‐of‐life care	10
Teamwork makes medical education research training work	10
The social construction of time and its influence on medical education	10
In this issue	10
Facing hard truths: Medical education's reckoning with settler colonialism in an era of reconciliation	10
Together or not together: Paving the way to boundary crossing	10
Model to increase student engagement and improve completion of course evaluations	10
In this issue	10
Physiotherapists and expert systems: How can I (AI) do it?	10
February in this issue	10
Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?	10
Addressing digital inequities in the age of large language models (LLMs)	10
Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience	9
Addressing groupthink in interprofessional clinical simulation	9
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial	9
A qualitative study of medical students' perceptions of resident feedback	9
Staff well‐being: Is it time to rethink implications for work schedules?	9
Employing reflective practice to enhance student engagement	9
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Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?	9
Role of faculty characteristics in failing to fail in clinical clerkships	9
Emphasise details of 3D‐printed bones with contrast paints	9
Development of an entrustment ratings display fit for ordinal data	9
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum	9
When I say… health advocacy	9
The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis	9
Workplace‐based assessments—Articulating the playbook	9
‘This trainee makes me feel angry’: It's time to validate the reality and role of trainer emotions	9
Uncertainty tolerance scales: Weighing up the research	9
‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation	9
When I say … informed consent	9
September in this issue	9
Thinking organizationally and longitudinally to understand gender disparities in academic medicine	9
From optimization to wisdom: Fostering a patient‐centered professional identity	8
The way we do things here: Making mentoring a cultural habit	8
Unravelling underlying processes in intraprofessional workplace learning in residency	8
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight	8
Strangers in a strange land: The experience of physicians undergoing remediation	8
Not in the file: How competency committees work with undocumented contributions	8
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‘First in family’ experiences in a Canadian medical school: A critically reflexive study	8
Comparing intraprofessional and interprofessional workplace learning: Similar or not?	8
The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation	8
Medical students' academic satisfaction: Social cognitive factors matter	8
Endless justification: A scoping review of team‐based learning research in medical education	8
Humanising anatomy education with narrative medicine	8
Addressing diversity, equity, and inclusion through simulation center education resources	8
Entrustable professional activities in longitudinal clinical programmes	8
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency	8
Task complexity and cognitive load in simulation‐based education: A randomised trial	8
Implementation strategies for high‐performance health care simulation centres: A multicentre exploratory case study in China	8
A scoping review and theory‐informed conceptual model of professional identity formation in medical education	8
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes	8

Unravelling epistemic injustice in medical education: The case of the underperforming learner	8
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‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education	8
The art of reinvention: The remarkable longevity of the OSCE	7
Applying action‐project method to untangle interphysician conflict	7
What is next for patients and medical students in longitudinal integrated clerkships?	7
Effect of station format on the psychometric properties of Multiple Mini Interviews	7
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program	7
Uncertainty experienced by newly qualified doctors during the transition to internship	7
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study	7
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality	7
Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative	7
Using AI to produce problem‐based learning cases	7
Residents as supervisors: How senior residents make ad hoc entrustment decisions	7
When I say … epistemic injustice	7
When I say …. Respectful curiosity	7
Improvisation to combat sexual harassment on the wards	7
Diving beneath the surface of major curriculum reform using Bourdieu's field theory	7
Delayed feedback could either help or hurt test‐enhanced learning; it depends	7
Open‐book examination can reduce, exam‐related stress in medical students	7
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks	7
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis	6
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The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education	6
A view from the top: A qualitative exploration of top‐level health care leaders’ perceptions on the implementation of simulation‐based education in postgraduate medical education	6
In response to from bones to bytes: Do manipulable 3D models have added value in osteology education compared with static images?	6
LGBTQ+ curriculum in medical school: Vital first steps	6
When I say … wellness	6
Using Play‐Doh to teach creative data collection	6
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	6
Reluctant heroes: New doctors negotiating their identities dialogically on social media	6
Exploring how feedback reflects entrustment decisions using artificial intelligence	6
A harder road travelled	6
The guideline multiple: beyond the dilemma of either relationships or standards	6
A novel simulation for cervical excisional procedures	6
In this issue	6
How does multisource feedback influence residency training? A qualitative case study	6
Cultivating clinical reasoning: A blended learning approach	6
Host receptivity: The key to facilitating international medical graduates' acculturation	6
Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing	6
Clarity without simplicity: researching lived experience in health professions education	6
Conversation Café: Lived experience in undergraduate addictions teaching	6
Medical student engagement in small‐group active learning: A stimulated recall study	5
A phenomenological exploration of the impact of COVID‐19 on the medical education community	5
Supporting scholarly writing: An innovative institutional education journal	5
Modified team‐based learning to promote collaboration in an online prematriculation course	5
Can educators distinguish between medical student and generative AI‐authored reflections?	5
Explicit teaching in the operating room: Adding the why to the what	5
An innovative pathology e‐course; incorporating interactive multi‐instructional designs	5
International medical graduates' social connections: A qualitative study	5
Fast‐tracking, identity formation and the formalisation of teaching in health professions education	5
Power distance within online and face‐to‐face medical education in Sri Lanka and the UK	5
Issue Information	5
Trigger warnings as tools for learning—theorising an evolving cultural concept	5
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning	5
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education	5
Response to: Response triggered: Trigger warnings, a necessity or nuisance	5
AI: The ‘uninvited’ guest!!	5
Supporting resident inbox management with screen‐casted videos	5
Bringing ‘Think Globally, Act Locally’ to the bedside	5
Response triggered: Trigger warnings, a necessity or nuisance	5
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis	5
Simulated anatomy ward rounds: Bridging preclinical and clinical assessment	5
Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy	5
RGS Annual Reviewer List	5
Microlearning for faculty development: Concentrate on what really counts	5
Expanding medical education in women's health beyond reproductive organs	5
Issue Information	5
Integration weeks: A novel way to build resilience in third year medical students	5
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	5
Fireside dialogue: Influencers building generational bridges	5
Developing skilled communication: The power of self‐monitoring	5
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles	5
Pecha Kucha in medical education: Promoting self‐directed learning	4
A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees	4
‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection	4
Training medical students on electronic patient communication	4
Rethinking patient feedback: A provocation for genuine integration in healthcare	4
Physician empathy in patient empowerment … and patient empowerment in physician empathy	4
Skilled communication on social media—the elephant in the room	4
Virtual communication training to address COVID‐19 vaccine hesitancy	4
Issue Information	4
Harnessing student feedback to transform teachers: Role of emotions and relationships	4
Developing cases for an electronic health record simulation and teaching: Team engagement	4
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training	4
Centre stage or lurking in the wings? Blurred boundaries of social media identities	4
Upholding our PROMISE: Increased representation is not enough to foster belonging in graduate medical education	4
Performing complex interdisciplinary procedures: Never on the patient the first time!	4
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Untapped opportunities: Leveraging the entire health care team in workplace learning	4
A call for (re)connection: Embracing emotions in equity‐related pedagogy	4
The LIC fellow: A novel medical student peer‐mentorship role	4
Understanding students' attitudes about work requirements before and during Covid‐19	4
Inferring signs from purposeful samples: The role of context in competency assessment	4
APEx: A collaborative question database for medical student assessment	4