Medical Education

Article	Citations
The role of groups in assessing learners with specific learning difficulties	241
Giving back to babies, point of care ultrasound in paediatrics	67
Issue Information	66
When I say … ‘non‐clinical practice’	65
Addressing disparities in capital to promote social equity in medical education	61
Brace yourself: Medical Education is again being unleashed	58
Issue Information	57
The problem with adopting a marathon mindset	56
Empowering rural educators: Strategies for overcoming barriers in clinical teaching	48
Mentorship for all in academic medicine	47
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Student‐led ward rounds	42
Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities	41
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The tip of the iceberg and beyond: Here's to all those who enable health professional education	39
A circulating cadaveric simulation model for neurosurgery residents	39
The power of stories: Supporting professional identity transitions through longitudinal coaching	37
Tackling teaching patient safety: gamification to the rescue	34
Researching models of innovation and adoption in health professions education	32
Junior doctors' experiences with vulnerability: A rich picture study	29
Premature closure underlies bias in medical diagnosis in students: A randomised controlled experiment	29
Gamifying renal physiology: Lessons from the electronic nephron anatomy challenge	27
In This Issue	27
What could we learn from team sports? Cohesion as a lens to understand research teams in health professions education	27
Widening access to medicine: Perspectives from the Global South and the Malaysian context	26

AI, authorship teams and agency: Enacting fission and fusion	25
Silent teachers: Narratives from the simulation lab	25
Lost in learning	25
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams	24
Investigating feelings of imposterism in first‐year medical student narratives	23
Meaning making about performance: A comparison of two specialty feedback cultures	23
A field in motion: The parallel evolution of coaching in modern health professions education and elite sports	23
Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning	23
When I say … Emotional labour	22
Mixed‐methods research in medical education: Lessons from a meta‐study of methodological practice	22
Empowering medical students with AI literacy: A curriculum development journey	22
Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study	22
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing	22
Medical students experience science communication via moderating podcasts	21
Response to: GradeGPT—Generative AI for grading post‐OSCE notes	21
Epistemic injustice: The hidden vulnerability of medicine	21
Case‐based learning (CBL) in undergraduate health professions education: A realist review	21
Doing justice when incorporating sustainability into pre‐medical curricula	21
Innovative haematology virtual escape room for medical education	20
Issue Information	20
Issue Information	20
An equity timeout in quality improvement medical education	20
Borderline doctor: A medical student's struggle with mental health and stigmatisation	20
Issue Information	20
IN THIS ISSUE	20
December in this issue	20
Increasing undergraduate surgical exposure with augmented reality livestreams	18
A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective	18
Mindfulness training in healthcare professions: A scoping review of systematic reviews	18
Sustaining leadership growth through alumni‐led Learning Circles	17
Exploring mentorship in surgery: An interview study on how people stick together	17
Inclusive assessment in health professions education: Balancing global goals and local contexts	17
Welcome in	17
Time‐based versus competency‐based medical education: Opportunities and challenges	17
Peer‐led simulation for pre‐clerkship skills training	17
When I say … neurodiversity paradigm	17
The six‐thinking‐hat technique for decision‐making in biomedical ethics	17
Under the radar: How participating in a student organization can shape medical students' professional identity	17
Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty	17
With great power comes great responsibility: How narrow conceptions of validity in high‐stakes testing undermine competence	17
The experiences of autistic medical students: A phenomenological study	16
We should nudge clinicians and trainees to participate in health professions education programmes	16
Compassion training: Towards a better understanding of patients through self‐exposure	16
Hospital leadership training should start in medical school	16
The impact of generative AI on health professional education: A systematic review in the context of student learning	16
A resident scholarship oversight committee to increase scholarly productivity	15
Supporting women in academia: A dyad mentorship model	15
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Critical incidence reporting about medical teaching	15
Towards justice: Applying Rawlsian fairness to health professions education	15

The science of learning and development and medical education in times of stress	15
Narrative candour: Learning from diverse stories of imperfect medical practice	14
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Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination	14
With coffee and curiosity: Reflections on responsibility and renewal	14
Empowering students to tackle social needs	14
From challenge to growth: Exploring physician narratives of patient complaints during residency	14
GradeGPT—Generative AI for grading post‐OSCE notes	14
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Intersections of space with wellbeing and learning: Awakening space research	14
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy	14
When I say … burnout	14
Action‐project method: An approach to describing and studying goal‐oriented joint actions	14
Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution	14
Enhancing orthopaedic education: Taking the operating theatre online	14
Navigating early career intentions: A qualitative study of influences on specialty choices for medical students	13
Cultural historical activity and the complexity of health professions education	13
Reprioritising consultation in scoping reviews: Clarifying purposes and practices	13
Cross‐sectional differences in conceptual versus perceptual anatomy performance among physical therapy students	13
Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience	13
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?	13
Whiteness theory and the (in)visible hierarchy in medical education	13
Fostering the clinician as teacher: A realist review	13
Uncertainty tolerance scales: Weighing up the research	13
Erratum	13
Staff well‐being: Is it time to rethink implications for work schedules?	12
February in this issue	12
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Physiotherapists and expert systems: How can I (AI) do it?	12
When I say … inclusive teaching	12
Development of an entrustment ratings display fit for ordinal data	12
In this issue	12
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September in this issue	12
In this issue	12
Teamwork makes medical education research training work	12
Model to increase student engagement and improve completion of course evaluations	11
Exploring the impact of ethno‐racial trauma on the well‐being of US physicians: A scoping review	11
Facing hard truths: Medical education's reckoning with settler colonialism in an era of reconciliation	11
The development of medical students' professional identities in rural settings: A scoping review	11
Workplace‐based assessments—Articulating the playbook	11
‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation	11
Impact of mistreatment on the learning of novice medical students: An experimental study	11
The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis	11
Addressing digital inequities in the age of large language models (LLMs)	11
When I say … informed consent	11
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum	11
When I say … space	11
Together or not together: Paving the way to boundary crossing	10
Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?	10
Issue Information	10
Connect or detach: A transformative experience for medical students in end‐of‐life care	10
Thinking organizationally and longitudinally to understand gender disparities in academic medicine	10
Pathology in the kitchen: A playful outreach with tuna sashimi	10
Employing reflective practice to enhance student engagement	10
The social construction of time and its influence on medical education	10
Emphasise details of 3D‐printed bones with contrast paints	10
Unravelling epistemic injustice in medical education: The case of the underperforming learner	9
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality	9
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency	9
Cultivating clinical reasoning: A blended learning approach	9
The art of reinvention: The remarkable longevity of the OSCE	9
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Not in the file: How competency committees work with undocumented contributions	9
Improvisation to combat sexual harassment on the wards	9
What is next for patients and medical students in longitudinal integrated clerkships?	9
When I say …. Respectful curiosity	9
The way we do things here: Making mentoring a cultural habit	9
Comparing intraprofessional and interprofessional workplace learning: Similar or not?	9
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Open‐book examination can reduce, exam‐related stress in medical students	9
‘First in family’ experiences in a Canadian medical school: A critically reflexive study	9
Applying action‐project method to untangle interphysician conflict	9
‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education	9
Residents as supervisors: How senior residents make ad hoc entrustment decisions	9
Addressing groupthink in interprofessional clinical simulation	9
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program	9
Diving beneath the surface of major curriculum reform using Bourdieu's field theory	9
Delayed feedback could either help or hurt test‐enhanced learning; it depends	8
“Don't shut down, these conversations need to happen”: Indigenous health professionals insights for advancing anti‐racism in health care	8

Endless justification: A scoping review of team‐based learning research in medical education	8
Uncertainty experienced by newly qualified doctors during the transition to internship	8
The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education	8
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study	8
Using AI to produce problem‐based learning cases	8
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes	8
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	8
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks	8
Addressing diversity, equity, and inclusion through simulation center education resources	8
When I say … epistemic injustice	8
Medical students' academic satisfaction: Social cognitive factors matter	8
When I say … absenteeism	8
From optimization to wisdom: Fostering a patient‐centered professional identity	8
Reluctant heroes: New doctors negotiating their identities dialogically on social media	8
A playlist approach to teaching osteoporosis risk factors	8
Unravelling underlying processes in intraprofessional workplace learning in residency	8
A scoping review and theory‐informed conceptual model of professional identity formation in medical education	8
The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation	8
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight	7
RGS Annual Reviewer List	7
Response to: Response triggered: Trigger warnings, a necessity or nuisance	7
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles	7
Microlearning for faculty development: Concentrate on what really counts	7
Expanding medical education in women's health beyond reproductive organs	7
Developing skilled communication: The power of self‐monitoring	7
Using Play‐Doh to teach creative data collection	7
Supporting scholarly writing: An innovative institutional education journal	7
Clarity without simplicity: researching lived experience in health professions education	7
Task complexity and cognitive load in simulation‐based education: A randomised trial	7
Issue Information	7
Droppin' it like it's hot	7
When I say … wellness	7
Trigger warnings as tools for learning—theorising an evolving cultural concept	7
Power distance within online and face‐to‐face medical education in Sri Lanka and the UK	7
How supervisors leverage stress to facilitate trainee learning in clinical settings: A six‐element model	7
Fast‐tracking, identity formation and the formalisation of teaching in health professions education	7
A novel simulation for cervical excisional procedures	7
Issue Information	7
Supporting resident inbox management with screen‐casted videos	7
Humanising anatomy education with narrative medicine	7
AI: The ‘uninvited’ guest!!	7
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Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing	7
Can educators distinguish between medical student and generative AI‐authored reflections?	7
Not all reflection is equal: Reflective practice, not self‐reflection, correlates with Indonesian medical students' professional identity formation	7
Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy	7
Conversation Café: Lived experience in undergraduate addictions teaching	7
In response to from bones to bytes: Do manipulable 3D models have added value in osteology education compared with static images?	7
The guideline multiple: beyond the dilemma of either relationships or standards	7
Host receptivity: The key to facilitating international medical graduates' acculturation	7
When I say … technology	6
Residents' perceptions of impaired wellness in China: Accepting the inevitable, questioning the preventable	6
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning	6
When I say … listening	6
The view from within: Professional identity formation when safety events involve trainees	6
Bringing ‘Think Globally, Act Locally’ to the bedside	6
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity‐theoretical study	6
An innovative pathology e‐course; incorporating interactive multi‐instructional designs	6
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis	6
Culture, power and practice: Critical discourse analysis of workplace‐based assessments in hierarchical postgraduate medical education	6
Distance travelled: The road remains unclear	6
When I say … pragmatism	6
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‘Safe Space’: A wellness initiative for residents	6
MEDU Annual Reviewer List	6
The ‘body mind map’ medical record	6
Modified team‐based learning to promote collaboration in an online prematriculation course	6
On acknowledging silence within medical education	6
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis	6
Fireside dialogue: Influencers building generational bridges	6
‘For the most part it works’: Exploring how authors navigate peer review feedback	6
From sage on the stage to voice in the void: Exploring the phenomenon of invisibility in virtual learning environments	6
Partnering with the community for immersive QI learning	6
When I Say … Interprofessional identity	5
Harnessing student feedback to transform teachers: Role of emotions and relationships	5
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Developing cases for an electronic health record simulation and teaching: Team engagement	5
APEx: A collaborative question database for medical student assessment	5
December in this issue	5
Artificial intelligence‐based self‐feedback on medical counselling performance	5
Variability and gaps in teamwork assessment tools for health care teams in health professions education: A scoping review	5
Understanding students' attitudes about work requirements before and during Covid‐19	5
Issue Information	5
Towards representation: Empowering youth and their community network with education	5
Issue Information	5
Training medical students on electronic patient communication	5
Virtual communication training to address COVID‐19 vaccine hesitancy	5
Simulated anatomy ward rounds: Bridging preclinical and clinical assessment	5
“As a resistor, you are not alone”: Locating the collective in uncoordinated acts of professional resistance	5
Promoting physician‐as‐manager identities: The role of the workplace learning environment	5
How well does theatre translate into film: livestreaming clinical experiences to remotely located learners	5
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Skilled communication on social media—the elephant in the room	5
Issue Information	5