Medical Education

Article	Citations
	94
A circulating cadaveric simulation model for neurosurgery residents	75
	74
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	66
Meaning making about performance: A comparison of two specialty feedback cultures	48
Tackling teaching patient safety: gamification to the rescue	44
How argumentation theory can inform assessment validity: A critical review	44
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	42
The role of groups in assessing learners with specific learning difficulties	38
Student‐led ward rounds	38
Addressing disparities in capital to promote social equity in medical education	35
The power of stories: Supporting professional identity transitions through longitudinal coaching	35
When I say … ‘non‐clinical practice’	34
Brace yourself: Medical Education is again being unleashed	33
A pipeline for health systems science in postbaccalaureate premedical programmes	32
The problem with adopting a marathon mindset	32
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐19	30
Advancing consideration of gender within health profession education: What is required?	30
In support of appropriate psychological debriefing	29
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study	28
Mentorship for all in academic medicine	28
Investigating feelings of imposterism in first‐year medical student narratives	28
When I say … Emotional labour	27
Researching models of innovation and adoption in health professions education	27

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

The six‐thinking‐hat technique for decision‐making in biomedical ethics	14
Student‐led creation and sharing of e‐learning resources	13
Critical incidence reporting about medical teaching	13
Cultural historical activity and the complexity of health professions education	13
When I say … Social	13
Supporting women in academia: A dyad mentorship model	13
Peer‐to‐peer COVID‐19 medical curriculum development during the pandemic	13
How can bibliometric approaches help to understand the field of medical education?	12
Action‐project method: An approach to describing and studying goal‐oriented joint actions	12
Approaching distressing or sensitive topics in medical school	12
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy	12
Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation	12
	12
When I say … burnout	12
Fostering the clinician as teacher: A realist review	12
Utilising peer educators to provide formative clinical reasoning feedback	12
Intersections of space with wellbeing and learning: Awakening space research	12
	12
Issue Information	11
The experiences of autistic medical students: A phenomenological study	11
In this issue	11
Physiotherapists and expert systems: How can I (AI) do it?	11
Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution	11
From challenge to growth: Exploring physician narratives of patient complaints during residency	11
In this issue	11
	11
February in this issue	11
Narrative candour: Learning from diverse stories of imperfect medical practice	11
Whiteness theory and the (in)visible hierarchy in medical education	11
Erratum	11
In this issue	11
When I say … inclusive teaching	11
Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination	11
Addressing groupthink in interprofessional clinical simulation	10
Together or not together: Paving the way to boundary crossing	10
Addressing digital inequities in the age of large language models (LLMs)	10
Uncertainty tolerance scales: Weighing up the research	10
Staff well‐being: Is it time to rethink implications for work schedules?	10
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum	10
Connect or detach: A transformative experience for medical students in end‐of‐life care	10
Teamwork makes medical education research training work	10
Development of an entrustment ratings display fit for ordinal data	10
Entrustable professional activities in longitudinal clinical programmes	10
The social construction of time and its influence on medical education	10
Model to increase student engagement and improve completion of course evaluations	10
‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation	10
A qualitative study of medical students' perceptions of resident feedback	10
When I say… health advocacy	9
Emphasise details of 3D‐printed bones with contrast paints	9
Role of faculty characteristics in failing to fail in clinical clerkships	9
Employing reflective practice to enhance student engagement	9
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes	9
Workplace‐based assessments—Articulating the playbook	9
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial	9
Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?	9
Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience	9
	9
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency	9
Developing MD–PhD training objectives through scholar engagement	9
‘This trainee makes me feel angry’: It's time to validate the reality and role of trainer emotions	9
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?	9
Thinking organizationally and longitudinally to understand gender disparities in academic medicine	9
‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education	9
‘First in family’ experiences in a Canadian medical school: A critically reflexive study	9
A scoping review and theory‐informed conceptual model of professional identity formation in medical education	8
Humanising anatomy education with narrative medicine	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
When I say … epistemic injustice	8
Comparing intraprofessional and interprofessional workplace learning: Similar or not?	8
Strangers in a strange land: The experience of physicians undergoing remediation	8
Reluctant heroes: New doctors negotiating their identities dialogically on social media	8
Open‐book examination can reduce, exam‐related stress in medical students	8
Implementation strategies for high‐performance health care simulation centres: A multicentre exploratory case study in China	8
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	8
Medical students' academic satisfaction: Social cognitive factors matter	8
	8
Addressing diversity, equity, and inclusion through simulation center education resources	8
Uncertainty experienced by newly qualified doctors during the transition to internship	8
Task complexity and cognitive load in simulation‐based education: A randomised trial	8
Unravelling underlying processes in intraprofessional workplace learning in residency	8

The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation	8
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks	7
Using AI to produce problem‐based learning cases	7
Unravelling epistemic injustice in medical education: The case of the underperforming learner	7
How does multisource feedback influence residency training? A qualitative case study	7
Residents as supervisors: How senior residents make ad hoc entrustment decisions	7
Cultivating clinical reasoning: A blended learning approach	7
When I say …. Respectful curiosity	7
Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative	7
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality	7
The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education	7
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight	7
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study	7
Three‐staged key‐feature cases promote interaction in remote education	7
Applying action‐project method to untangle interphysician conflict	7
The art of reinvention: The remarkable longevity of the OSCE	7
Improvisation to combat sexual harassment on the wards	7
Delayed feedback could either help or hurt test‐enhanced learning; it depends	7
Not in the file: How competency committees work with undocumented contributions	7
An interdisciplinary peer mentoring program for faculty members	7
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program	7
What is next for patients and medical students in longitudinal integrated clerkships?	7
Diving beneath the surface of major curriculum reform using Bourdieu's field theory	7
Effect of station format on the psychometric properties of Multiple Mini Interviews	7
Clarity without simplicity: researching lived experience in health professions education	6
In this issue	6
When I say … wellness	6
A harder road travelled	6
Response to: Response triggered: Trigger warnings, a necessity or nuisance	6
Microlearning for faculty development: Concentrate on what really counts	6
The guideline multiple: beyond the dilemma of either relationships or standards	6
A novel simulation for cervical excisional procedures	6
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles	6
	6
Using Play‐Doh to teach creative data collection	6
LGBTQ+ curriculum in medical school: Vital first steps	6
Modified team‐based learning to promote collaboration in an online prematriculation course	6
Developing skilled communication: The power of self‐monitoring	6
In response to from bones to bytes: Do manipulable 3D models have added value in osteology education compared with static images?	6
Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy	6
From optimization to wisdom: Fostering a patient‐centered professional identity	6
Conversation Café: Lived experience in undergraduate addictions teaching	6
Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing	6
Expanding medical education in women's health beyond reproductive organs	6
Bricolage: A tool for race‐related, historically situated complex research	6
Training residents in adolescent depression	5
Fast‐tracking, identity formation and the formalisation of teaching in health professions education	5
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	5
Trigger warnings as tools for learning—theorising an evolving cultural concept	5
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis	5
Integration weeks: A novel way to build resilience in third year medical students	5
Remote solution for surgical skills teaching	5
Supporting scholarly writing: An innovative institutional education journal	5
AI: The ‘uninvited’ guest!!	5
Issue Information	5
The ‘body mind map’ medical record	5
An innovative pathology e‐course; incorporating interactive multi‐instructional designs	5
Supporting resident inbox management with screen‐casted videos	5
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning	5
RGS Annual Reviewer List	5
Host receptivity: The key to facilitating international medical graduates' acculturation	5
Exploring how feedback reflects entrustment decisions using artificial intelligence	5
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education	5
Medical student engagement in small‐group active learning: A stimulated recall study	5
Qualitative ego networks in health professions education: Capturing the self in relation to others	5
Coaching medical students to confront racism in the clinical setting	5
Response triggered: Trigger warnings, a necessity or nuisance	5
International medical graduates' social connections: A qualitative study	5
Issue Information	5
Can educators distinguish between medical student and generative AI‐authored reflections?	5
A phenomenological exploration of the impact of COVID‐19 on the medical education community	5
Explicit teaching in the operating room: Adding the why to the what	5
When I say … Likert item	5
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis	5
Bringing ‘Think Globally, Act Locally’ to the bedside	5
Choose your own adventure: Innovations in ethics training	5
‘For the most part it works’: Exploring how authors navigate peer review feedback	5
Physician empathy in patient empowerment … and patient empowerment in physician empathy	4
Towards representation: Empowering youth and their community network with education	4
Upholding our PROMISE: Increased representation is not enough to foster belonging in graduate medical education	4
Understanding students' attitudes about work requirements before and during Covid‐19	4
Virtual communication training to address COVID‐19 vaccine hesitancy	4
Skilled communication on social media—the elephant in the room	4
Inferring signs from purposeful samples: The role of context in competency assessment	4
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training	4
Medical advocacy training for virtual or flipped‐classroom learning	4
Performing complex interdisciplinary procedures: Never on the patient the first time!	4
APEx: A collaborative question database for medical student assessment	4
Rethinking patient feedback: A provocation for genuine integration in healthcare	4
Promoting physician‐as‐manager identities: The role of the workplace learning environment	4
Trust, power and learning in workplace‐based assessment: The trainee perspective	4
Developing training and opportunities for students in systematic reviews	4
‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection	4
Pecha Kucha in medical education: Promoting self‐directed learning	4
Transgender and non‐binary health care: A virtual objective structured clinical examination	4