Medical Education

Article	Citations
Silent teachers: Narratives from the simulation lab	96
Lost in learning	60
Widening access to medicine: Perspectives from the Global South and the Malaysian context	60
When I say … ‘non‐clinical practice’	53
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study	51
Patients' perspectives on medical students' professionalism: Blind spots and opportunities	49
The role of groups in assessing learners with specific learning difficulties	46
The problem with adopting a marathon mindset	43
Addressing disparities in capital to promote social equity in medical education	42
Brace yourself: Medical Education is again being unleashed	41
Issue Information	40
Empowering medical students with AI literacy: A curriculum development journey	38
Empowering rural educators: Strategies for overcoming barriers in clinical teaching	35
The power of stories: Supporting professional identity transitions through longitudinal coaching	35
Mentorship for all in academic medicine	35
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Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities	33
A circulating cadaveric simulation model for neurosurgery residents	32
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Student‐led ward rounds	30
Issue Information	30
A pipeline for health systems science in postbaccalaureate premedical programmes	29
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐19	29
How argumentation theory can inform assessment validity: A critical review	28
Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning	28

Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study	28
Giving back to babies, point of care ultrasound in paediatrics	28
Researching models of innovation and adoption in health professions education	27
Tackling teaching patient safety: gamification to the rescue	27
Gamifying renal physiology: Lessons from the electronic nephron anatomy challenge	27
Meaning making about performance: A comparison of two specialty feedback cultures	26
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams	25
Investigating feelings of imposterism in first‐year medical student narratives	24
The tip of the iceberg and beyond: Here's to all those who enable health professional education	23
When I say … Emotional labour	22
Selecting trainees: Too much focus on predictive metrics, not enough on holistic review	22
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing	22
The impact of generative AI on health professional education: A systematic review in the context of student learning	21
Welcome in	21
December in this issue	21
Epistemic injustice: The hidden vulnerability of medicine	21
Medical students experience science communication via moderating podcasts	21
Doing justice when incorporating sustainability into pre‐medical curricula	21
BMAT's predictive validity for medical school performance: A retrospective cohort study	20
Compassion training: Towards a better understanding of patients through self‐exposure	20
Innovative haematology virtual escape room for medical education	20
The six‐thinking‐hat technique for decision‐making in biomedical ethics	19
The toll of staying dry in a sea of context	18
Perceptions and emotions about learning and assessment: Why should we care?	18
In this issue	18
Mindfulness training in healthcare professions: A scoping review of systematic reviews	18
IN THIS ISSUE	17
Time‐based versus competency‐based medical education: Opportunities and challenges	17
An equity timeout in quality improvement medical education	17
Issue Information	17
Exploring mentorship in surgery: An interview study on how people stick together	17
Borderline doctor: A medical student's struggle with mental health and stigmatisation	17
We should nudge clinicians and trainees to participate in health professions education programmes	16
Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty	16
Response to: GradeGPT—Generative AI for grading post‐OSCE notes	16
Under the radar: How participating in a student organization can shape medical students' professional identity	16
Let me be perfectly queer: Improving sexual orientation and gender identity data collection	16
Inclusive assessment in health professions education: Balancing global goals and local contexts	15
A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective	15
When I say … neurodiversity paradigm	15
Issue Information	15
Smartphone‐based augmented reality physiology and anatomy laboratories	14
Hospital leadership training should start in medical school	14
Empathy in health professions education: What works, gaps and areas for improvement	14
Supporting women in academia: A dyad mentorship model	14
Increasing undergraduate surgical exposure with augmented reality livestreams	14
Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination	14
Critical incidence reporting about medical teaching	14
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When I say … burnout	13

Utilising peer educators to provide formative clinical reasoning feedback	13
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy	13
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Action‐project method: An approach to describing and studying goal‐oriented joint actions	13
Cultural historical activity and the complexity of health professions education	13
A resident scholarship oversight committee to increase scholarly productivity	13
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Fostering the clinician as teacher: A realist review	13
Student‐led creation and sharing of e‐learning resources	12
The experiences of autistic medical students: A phenomenological study	12
Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation	12
GradeGPT—Generative AI for grading post‐OSCE notes	12
Issue Information	12
How can bibliometric approaches help to understand the field of medical education?	12
Narrative candour: Learning from diverse stories of imperfect medical practice	12
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Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution	12
Intersections of space with wellbeing and learning: Awakening space research	12
Enhancing orthopaedic education: Taking the operating theatre online	12
From challenge to growth: Exploring physician narratives of patient complaints during residency	11
When I say… health advocacy	11
Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?	11
Erratum	11
Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience	11
Whiteness theory and the (in)visible hierarchy in medical education	11
Workplace‐based assessments—Articulating the playbook	11
Role of faculty characteristics in failing to fail in clinical clerkships	11
Together or not together: Paving the way to boundary crossing	11
When I say … inclusive teaching	11
The social construction of time and its influence on medical education	11
‘First in family’ experiences in a Canadian medical school: A critically reflexive study	11
Pathology in the kitchen: A playful outreach with tuna sashimi	11
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?	11
A qualitative study of medical students' perceptions of resident feedback	11
September in this issue	11
Physiotherapists and expert systems: How can I (AI) do it?	10
Development of an entrustment ratings display fit for ordinal data	10
Emphasise details of 3D‐printed bones with contrast paints	10
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In this issue	10
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial	10
Uncertainty tolerance scales: Weighing up the research	10
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Teamwork makes medical education research training work	10
February in this issue	10
Staff well‐being: Is it time to rethink implications for work schedules?	10
In this issue	10
‘This trainee makes me feel angry’: It's time to validate the reality and role of trainer emotions	10
Employing reflective practice to enhance student engagement	9
Addressing groupthink in interprofessional clinical simulation	9
Thinking organizationally and longitudinally to understand gender disparities in academic medicine	9
‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation	9
From optimization to wisdom: Fostering a patient‐centered professional identity	9
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum	9
Facing hard truths: Medical education's reckoning with settler colonialism in an era of reconciliation	9
Model to increase student engagement and improve completion of course evaluations	9
The development of medical students' professional identities in rural settings: A scoping review	9
Entrustable professional activities in longitudinal clinical programmes	9
When I say … space	9
Connect or detach: A transformative experience for medical students in end‐of‐life care	9
Addressing digital inequities in the age of large language models (LLMs)	9
When I say … informed consent	9
Exploring the impact of ethno‐racial trauma on the well‐being of US physicians: A scoping review	9
The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis	9
Addressing diversity, equity, and inclusion through simulation center education resources	8
Medical students' academic satisfaction: Social cognitive factors matter	8
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Delayed feedback could either help or hurt test‐enhanced learning; it depends	8
Not in the file: How competency committees work with undocumented contributions	8
The way we do things here: Making mentoring a cultural habit	8
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks	8
Cultivating clinical reasoning: A blended learning approach	8
What is next for patients and medical students in longitudinal integrated clerkships?	8
Reluctant heroes: New doctors negotiating their identities dialogically on social media	8
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program	8
Effect of station format on the psychometric properties of Multiple Mini Interviews	8
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	8
The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education	8
How does multisource feedback influence residency training? A qualitative case study	8

Unravelling epistemic injustice in medical education: The case of the underperforming learner	8
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality	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
Strangers in a strange land: The experience of physicians undergoing remediation	8
Humanising anatomy education with narrative medicine	8
The art of reinvention: The remarkable longevity of the OSCE	8
Implementation strategies for high‐performance health care simulation centres: A multicentre exploratory case study in China	8
Residents as supervisors: How senior residents make ad hoc entrustment decisions	8
Improvisation to combat sexual harassment on the wards	8
Applying action‐project method to untangle interphysician conflict	8
Task complexity and cognitive load in simulation‐based education: A randomised trial	7
Endless justification: A scoping review of team‐based learning research in medical education	7
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study	7
Using AI to produce problem‐based learning cases	7
RGS Annual Reviewer List	7
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency	7
When I say … epistemic injustice	7
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight	7
Comparing intraprofessional and interprofessional workplace learning: Similar or not?	7
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis	7
When I say …. Respectful curiosity	7
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes	7
A scoping review and theory‐informed conceptual model of professional identity formation in medical education	7
Open‐book examination can reduce, exam‐related stress in medical students	7
Unravelling underlying processes in intraprofessional workplace learning in residency	7
Uncertainty experienced by newly qualified doctors during the transition to internship	7
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning	7
Diving beneath the surface of major curriculum reform using Bourdieu's field theory	7
The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation	7
‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education	7
Supporting scholarly writing: An innovative institutional education journal	6
A novel simulation for cervical excisional procedures	6
Supporting resident inbox management with screen‐casted videos	6
Host receptivity: The key to facilitating international medical graduates' acculturation	6
AI: The ‘uninvited’ guest!!	6
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles	6
Integration weeks: A novel way to build resilience in third year medical students	6
Modified team‐based learning to promote collaboration in an online prematriculation course	6
Issue Information	6
In this issue	6
Conversation Café: Lived experience in undergraduate addictions teaching	6
Medical student engagement in small‐group active learning: A stimulated recall study	6
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis	6
Power distance within online and face‐to‐face medical education in Sri Lanka and the UK	6
LGBTQ+ curriculum in medical school: Vital first steps	6
Expanding medical education in women's health beyond reproductive organs	6
Clarity without simplicity: researching lived experience in health professions education	6
A harder road travelled	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
A phenomenological exploration of the impact of COVID‐19 on the medical education community	6
Response to: Response triggered: Trigger warnings, a necessity or nuisance	6
Can educators distinguish between medical student and generative AI‐authored reflections?	6
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education	6
Using Play‐Doh to teach creative data collection	6
The guideline multiple: beyond the dilemma of either relationships or standards	6
Online clinical reasoning simulator for medical students grounded on dual‐process theory	5
Bringing ‘Think Globally, Act Locally’ to the bedside	5
‘Safe Space’: A wellness initiative for residents	5
From sage on the stage to voice in the void: Exploring the phenomenon of invisibility in virtual learning environments	5
International medical graduates' social connections: A qualitative study	5
On acknowledging silence within medical education	5
Exploring how feedback reflects entrustment decisions using artificial intelligence	5
Developing skilled communication: The power of self‐monitoring	5
Microlearning for faculty development: Concentrate on what really counts	5
How supervisors leverage stress to facilitate trainee learning in clinical settings: A six‐element model	5
‘For the most part it works’: Exploring how authors navigate peer review feedback	5
The view from within: Professional identity formation when safety events involve trainees	5
An innovative pathology e‐course; incorporating interactive multi‐instructional designs	5
MEDU Annual Reviewer List	5
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity‐theoretical study	5
‘Noticing’ in health professions education: Time to pay attention?	5
Choose your own adventure: Innovations in ethics training	5
Response triggered: Trigger warnings, a necessity or nuisance	5
Trigger warnings as tools for learning—theorising an evolving cultural concept	5
Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing	5
Fast‐tracking, identity formation and the formalisation of teaching in health professions education	5
Issue Information	5
From policy to practice: Measuring success in widening participation	5
Tomorrow's doctors are robots: Redefining healthcare education and practice in the technological revolution	5
Distance travelled: The road remains unclear	5
The ‘body mind map’ medical record	5
Artificial intelligence‐based self‐feedback on medical counselling performance	5
Fireside dialogue: Influencers building generational bridges	5
Partnering with the community for immersive QI learning	5
When I Say … Interprofessional identity	5
When I say … technology	5
Simulated anatomy ward rounds: Bridging preclinical and clinical assessment	5
When I say … wellness	5
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Trainee selection of tasks in postgraduate medical education: Is there a role for ‘cherry‐picking’ to optimise learning?	5
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	5
Self‐regulated learning profiles including test anxiety linked to stress and performance: A latent profile analysis based across multiple cohorts	5
Using MCQ response certainty to determine how aspects of self‐monitoring develop through a medical course	4
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