Medical Education

Article	Citations
Interpretive description: A flexible qualitative methodology for medical education research	191
Our education, our concerns: The impact on medical student education of COVID‐19	152
Peer mentoring for medical students during the COVID‐19 pandemic via a social media platform	93
Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic	88
Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis	76
Effective virtual patient simulators for medical communication training: A systematic review	70
Virtual bedside teaching rounds with patients with COVID‐19	61
Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?	60
‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians	59
Educational design research: Portraying, conducting, and enhancing productive scholarship	57
Social media in undergraduate medical education: A systematic review	51
A review to characterise and map the growth mindset theory in health professions education	51
Zooming‐out COVID‐19: Virtual clinical experiences in an emergency medicine clerkship	51
Virtual Morning Report during COVID‐19: A novel model for case‐based teaching conferences	45
Situational judgement test validity for selection: A systematic review and meta‐analysis	45
Simulation in psychiatry for medical doctors: A systematic review and meta‐analysis	45
Thinking about social power and hierarchy in medical education	44
Professional identity formation in disorienting times	44
Evaluation in health professions education—Is measuring outcomes enough?	43
Online team‐based learning sessions as interactive methodologies during the pandemic	43
Doctors’ identity transitions: Choosing to occupy a state of ‘betwixt and between’	41
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	39
Gender in authorship and editorship in medical education journals: A bibliometric review	38
#MedStudentCovid: How social media is supporting students during COVID‐19	37
Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review	37

The applicability of generalisability and bias to health professions education's research	35
The wolf you feed: Challenging intraprofessional workplace‐based education norms	34
‘I'm unworthy of being in this space’: The origins of shame in medical students	34
Medical education adaptations during a pandemic: Transitioning to virtual student support	33
Learning at home during COVID‐19: A multi‐institutional virtual learning collaboration	33
Application of continuous quality improvement to medical education	33
Resident impression management within feedback conversations: A qualitative study	33
Physically distant, educationally connected: Interactive conferencing in the era of COVID‐19	33
Scoping reviews in medical education: A scoping review	33
Transition to online is possible: Solution for simulation‐based teaching during the COVID‐19 pandemic	33
Workplace‐based assessments in postgraduate medical education: A hermeneutic review	32
SWAB team instead of SWAT team: Medical students as a frontline force during the COVID‐19 pandemic	32
High‐stakes, remote‐access, open‐book examinations	31
Acute and chronic sleep deprivation in residents: Cognition and stress biomarkers	31
Virtual OSCE delivery: The way of the future?	31
Why impaired wellness may be inevitable in medicine, and why that may not be a bad thing	30
An objective structured clinical examination: From examination room to Zoom breakout room	30
Learning technologies: A medium for the transformation of medical education?	29
Entrustable professional activities in entry‐level health professional education: A scoping review	28
Ophthalmic clinical skills teaching in the time of COVID‐19: A crisis and opportunity	28
Academic coaching of medical students during the COVID‐19 pandemic	27
Longitudinal qualitative research in medical education: Time to conceptualise time	26
Faculty development in the COVID‐19 pandemic: So close ‐ yet so far	26
Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning	26
Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis	25
Seeing but not believing: Insights into the intractability of failure to fail	25
Improving uncertainty tolerance in medical students: A scoping review	24
Contextual Competence: How residents develop competent performance in new settings	24
Virtual workshops to preserve interprofessional collaboration when physical distancing	24
Implementing, embedding and sustaining simulation‐based education: What helps, what hinders	23
Enhancing engagement during live virtual learning using interactive quizzes	23
The voices of medical education scholarship: Describing the published landscape	23
Professional identity formation within longitudinal integrated clerkships: A scoping review	23
Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty	23
Becoming a clinician: Trainee identity formation within the general practice supervisory relationship	22
Going against the grain: An exploration of agency in medical learning	22
Optimising the delivery of remediation programmes for doctors: A realist review	22
Maintaining health professional education during war: A scoping review	22
Using video‐reflexive ethnography to understand complexity and change practice	22
Pilot virtual clerkship curriculum during the COVID‐19 pandemic: Podcasts, peers and problem‐solving	22
Exploring patients’ and physicians’ perspectives about competent health advocacy	22
How medical school alters empathy: Student love and break up letters to empathy for patients	22
Change is never easy: How management theories can help operationalise change in medical education	21
From bedside to webside: A neurological clinical teaching experience	21
Medical student engagement during COVID‐19: Lessons learned and areas for improvement	21
Delineating the field of medical education: Bibliometric research approach(es)	21
International medical graduates' experiences before and after migration: A meta‐ethnography of qualitative studies	21
Junior doctors' experiences with interprofessional collaboration: Wandering the landscape	20
Invoking culture in medical education research: A critical review and metaphor analysis	20
Trust, power and learning in workplace‐based assessment: The trainee perspective	20

Towards equitable learning environments for medical education: Bias and the intersection of social identities	20
Student engagement in undergraduate medical education: A scoping review	19
A research approach for co‐designing education with healthcare consumers	19
When I say …. diversity	19
More than moving online: Implications of the COVID‐19 pandemic on curriculum development	19
#EducationInTheTimeOfCOVID: Leveraging social media to teach during the COVID‐19 pandemic pandemonium	19
Meritocratic and fair? The discourse of UK and Australia's widening participation policies	19
A multi‐pronged, antiracist approach to optimize equity in medical school admissions	18
‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas	18
Autonomy and developing physicians: Reimagining supervision using self‐determination theory	18
The curious case of case study research	18
Virtual Multiple Mini‐Interview during the COVID‐19 Pandemic	18
Student engagement in a public health initiative in response to COVID‐19	18
Promoting inclusivity in health professions education publishing	18
Emotion as reflexive practice: A new discourse for feedback practice and research	18
When I say … growth mindset	17
Autonomous motivation explains interprofessional education outcomes	17
CARDA: Guiding document analyses in health professions education research	17
Artificial intelligence and the adoption of new technology in medical education	17
A scoping review of approaches for measuring ‘interdependent’ collaborative performances	17
Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power	17
Covido‐pedago‐phobia	17
Online faculty development using cognitive apprenticeship in response to COVID‐19	16
Attaining full professor: Women’s and men’s experiences in medical education	16
Professional identity formation, intersectionality and equity in medical education	16
The social construction of teacher and learner identities in medicine and surgery	15
Empathy in health professions education: What works, gaps and areas for improvement	15
Resident learning trajectories in the workplace: A self‐regulated learning analysis	15
Medical students' experiences and needs from written reflective journal feedback	15
Rapid transition to online assessment: Practical steps and unanticipated advantages	15
Emotion in remediation: A scoping review of the medical education literature	15
A realist review of scholarly experiences in medical education	15
Quality assurance in health professions education: Role of accreditation and licensure	15
Aligning student‐led initiatives and Incident Command System resources in a pandemic	15
Learner conceptions of health advocacy: ‘Going above & beyond’ or ‘kind of an expectation’	15
How do attending physicians describe cognitive overload among their workplace learners?	15
Helping medical educators worldwide to pivot curricula online: pivotmeded.com	14
Transitioning to a new era: Future directions for staff development during COVID‐19	14
Why do few medical students report their experiences of mistreatment to administration?	14
Professional learning, organisational change and clinical leadership development outcomes	14
Into the uncanny valley: Simulation versus simulacrum?	14
Integrating a COVID‐19 volunteer response into a Year‐3 md curriculum	14
Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study	14
Debate style lecturing to engage and enrich resident education virtually	13
#pandemicpedagogy: Using Twitter for knowledge exchange	13
Enhancing variety through gamified, interactive learning experiences	13
‘A whole lot of uncertainty’: A qualitative study exploring clinical medical students' experiences of uncertainty stimuli	13
Using a time out: Reimagining professional identity formation after the pandemic	13
Widening how we see the impact of culture on learning, practice and identity development in clinical environments	13
Optimising planned medical education strategies to develop learners' person‐centredness: A realist review	13
Patient involvement in medical education: To what problem is engagement the solution?	13
Medical student learner neglect in the clinical learning environment: Applying Glaser’s theoretical model	13
The influence of psychological safety on feedback conversations in general practice training	13
Grounding judgement in context: A conceptual learning model of clinical reasoning	13
Machine learning to extract communication and history‐taking skills in OSCE transcripts	13
Intention mutability and translation of rural intention into actual rural medical practice	13
Medical educators’ views and experiences of trigger warnings in teaching sensitive content	13
When I say … privilege	12
Turning around a medical education conference: Ottawa 2020 in the time of COVID‐19	12
Disability inclusion in medical education: Towards a quality improvement approach	12
Usability matters for virtual reality simulations teaching communication	12
Implementing longitudinal integrated curricula: Systematic review of barriers and facilitators	12
Clinical skills education at the bed‐side, web‐side and lab‐side	12
Applicants' perception of fit to residency programmes in the video‐interview era: A large multidisciplinary survey	12
Predictors of getting a residency interview: Differences by medical specialty	12
Re‐opening Pandora's box: Who owns professionalism and is it time for a 21st century definition?	12
The potential of narrative analysis for HPE research: Highlighting five analytic lenses	12
Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme	12
Moving beyond solutionism: Re‐imagining placements through an activity systems lens	12
Bricolage: A tool for race‐related, historically situated complex research	12
A longitudinal, narrative study of professional socialisation among health students	12
Examiners’ decision‐making processes in observation‐based clinical examinations	12
Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis	12
Representation, interaction and interpretation. Making sense of the context in clinical reasoning	12
Patient involvement in assessment of postgraduate medical learners: A scoping review	12
The F3 phenomenon: Early‐career training breaks in medical training. A scoping review	11
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	11
The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review	11
Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19	11
How argumentation theory can inform assessment validity: A critical review	11

Navigating landscapes of practice: A longitudinal qualitative study of physicians in medical education	11
An online clinical examination for fellowship certification during the COVID‐19 pandemic	11
Evidence for validity for the Cognitive Load Inventory for Handoffs	11
Telemedicine implementation in family medicine: Undergraduate clerkship during COVID‐19 pandemic	11
Educational and psychological support for medical students during the COVID‐19 outbreak	11
The medical pause: Importance, processes and training	11
A remotely conducted paediatric bootcamp for fourth‐year medical students	11
Weighting admission scores to balance predictiveness‐diversity: The Pareto‐optimization approach	11
Challenging the belief in simple solutions: The need for epistemic practices in professional work	11
Gender bias in resident evaluations: Natural language processing and competency evaluation	11
Differential diagnosis checklists reduce diagnostic error differentially: A randomised experiment	11
Educator perceptions on teaching Indigenous health: Racism, privilege and self‐reflexivity	10
The organizational growth mindset: Animating improvement and innovation in medical education	10
Intra‐COVID collaboration: Lessons for a post‐COVID world	10
An act of performance: Exploring residents’ decision‐making processes to seek help	10
What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study	10
A phenomenological exploration of the impact of COVID‐19 on the medical education community	10
Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty	10
The logic behind entrustable professional activity frameworks: A scoping review of the literature	10
Responding to hospital system and student curricular needs: COVID‐19 Student Service Corps	10
‘Should I stay or should I go now?’: A qualitative study of why UK doctors retire	10
The problem with solutions	10
More than meets the eye: The impact of imposter syndrome on feedback receptivity	10
Exploring power dynamics and their impact on intraprofessional learning	10
Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training	10
Understanding the impact of academic difficulties among medical students: A scoping review	10
Reflections on assessment in the wake of change from the COVID‐19 pandemic	10
Admissions experiences of aspiring physicians from low‐income backgrounds	10
“I might not fit that doctor image”: Ideal worker norms and women medical students	9
Making prospective entrustment decisions: Knowing limits, seeking help and defaulting	9
Resilience or resistance: A personal response to COVID‐19	9
Medical students' views on the value of trigger warnings in education: A qualitative study	9
Chances for learning intraprofessional collaboration between residents in hospitals	9
Thinking with two brains: Student perspectives on the presentation of race in pre‐clinical medical education	9
What can we do for part‐time nursing students during the COVID‐19 pandemic?	9
Implementation of virtual OSCE in health professions education: A systematic review	9
Who's on your team? Specialty identity and inter‐physician conflict during admissions	9
Burnout, wellbeing and how they relate: A qualitative study in general practice trainees	9
A scaffolded structured approach for efficient transition to online small group teaching	9
The fatigue paradox: Team perceptions of physician fatigue	9
When I say … microlearning	9
COVID‐19 risk triage: Engaging residents in telephonic screening	9
Desirable Difficulty: Theory and application of intentionally challenging learning	9
When I say … feedback literacy	9
Exploring the use of rating scales with entrustment anchors in workplace‐based assessment	8
When I say… socialisation	8
Translating outcome frameworks to assessment programmes: Implications for validity	8
When I say… empathic dissonance	8
The medico‐legal helpline: A content analysis of postgraduate medical trainee advice calls	8
Getting airtime: Exploring how patients shape the stories they tell health practitioners	8
Dual and duelling purposes: An exploration of educators' perspectives on the use of reflective writing to remediate professionalism in residency	8
When I say… health advocacy	8
Competence committees: The steep climb from concept to implementation	8
Self in medicine: Determinants of physician well‐being and future directions in improving wellness	8
Altruism or nationalism? Exploring global discourses of medical school regulation	8
Negotiating legitimacy and belonging: Disabled students' and practitioners' experience	8
Interprofessional identity and motivation towards interprofessional collaboration	8
Demonstrating equivalence and non‐inferiority of medical education concepts	8
‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse‐trainee doctors’ interactions	8
The case for faculty development: A realist evaluation	8
Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution	8
Doctors' attitudes to maintenance of professional competence: A scoping review	8
The potential use of Bayesian Networks to support committee decisions in programmatic assessment	7
‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students	7
When I say … team learning	7
Solutionism: A study of rigour in complex systems	7
Qualitative ego networks in health professions education: Capturing the self in relation to others	7
Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis	7
Love and breakup letter methodology: A new research technique for medical education	7
Affirmative action programmes in postgraduate medical and surgical training—A narrative review	7
When I say … diversity, equity and inclusion (DEI)	7
State of the science: Quality improvement of medical curricula—How should we approach it?	7
Publishing during COVID‐19: Lessons for health professions education research	7
Patients' perspectives on medical students' professionalism: Blind spots and opportunities	7
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	7
Exploring how feedback reflects entrustment decisions using artificial intelligence	7
Hetero‐ and cisnormativity—UK pharmacy education as a queer opponent	7
Task complexity and cognitive load in simulation‐based education: A randomised trial	7
How workplace‐based assessments guide learning in postgraduate education: A scoping review	7
Useful to whom? Evaluation utilisation theory and boundaries for programme evaluation scope	7
The myth of ivory tower versus practice‐oriented research: A systematic review of randomised studies in medical education	7
Patient‐present teaching in the clinic: Effect on agency and professional behaviour	7
Medical student engagement in small‐group active learning: A stimulated recall study	7
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education	7
Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital	7
The change laboratory in medical education: Two examples of tackling contradictory challenges	6
Changing workplace‐based education norms through ‘collaborative intentionality’	6
Faculty perspectives on facilitating medical students' longitudinal learning: A mixed‐methods study	6
A scoping review of self‐monitoring in graduate medical education	6
Disability, program access, empathy and burnout in US medical students: A national study	6
Longitudinal training models for entrusting students with independent patient care?: A systematic review	6
Enhancing workplace learning at the transition into practice: Lessons from a pandemic	6
Practical guidelines to build Sense of Community in online medical education	6
Boundary learning environments in landscapes of practice	6
Scratching beneath the surface: How organisational culture influences curricular reform	6