Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	787
The role of artificial intelligence in knowledge management for medical students and doctors	133
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	129
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	83
Learning from health justice partnerships	77
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	76
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	70
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	54
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	54
Front row seat: The role MMI assessors play in widening access to medical school	53
SOAP E in action: Pioneering a path to equity through a novel teaching approach	51
A three-step approach to enhancing the educational value of workplace-based assessments	46
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	42
Submitting artificial intelligence in health professions education papers to Medical Teacher	42
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	41
Response to: A faculty development course focusing on the humanities to promote reflection on teaching	40
Response to: Understanding patient involvement in judging students’ communication skills in OSCEs	38
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	37
Embodying performance excellence in medicine: Can The Six Viewpoints help?	36
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	35
Types of clinical reasoning in a summative clerkship oral examination	33
Response to: Twelve tips for fostering the next generation of medical teachers	32
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	32
Redefining Academic Achievement: The Case for Mentorship in Italy	31
The prescribing safety assessment: Protecting patients from poor prescribing	30

Medical Teacher in Ten Minutes	29
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	28
AI in education: A futuristic vision	28
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	28
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	27
Performativity and showmanship in clinical learning: A boon or a bane?	27
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	26
Admission into healthcare education in France: Half-baked reform that further complicates the system	25
CARECOS study: Medical students’ empathy as assessed with the CARE measure by examiners versus standardized patients during a formative Objective and Structured Clinical Examination (OSCE) station	25
Correction	24
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	24
A critical perspective on transformative learning in faculty development	24
The relationship of psychological health and primary emotional traits in medical students	23
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	23
Pairing students on the wards: The effect on the clerkship learning environment	23
Twelve tips to virtually operationalize co-creation of educational design	23
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	23
Medical exams in the era of accessible Artificial Intelligence	22
Advancing primary care: Doctoral program for physician associates and nurse practitioners	22
Examining the role of third-party resources in promoting anti-racist medical education	22
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	22
A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEM	22
Perspective on faulty faculty development	21
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	21
Response to twelve tips for remote learning	20
Who do I think you are? The guessing game ice breaker: Building community	20
Managing exam stress: Caveats to break stations in OSCEs	20
A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors	20
Response to: “Dismantling medical education’s incompatible ideology”	19
Reimagining faculty development: A paradigm shift from content to transformative learning processes	19
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	19
Medical student response to ‘twelve tips to center social accountability in undergraduate medical education’	19
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	19
Task type and instructional context shape the influence of generative aI on hallucinations of learning	18
Health professional education at global scale: The inaugural Lincoln Chen lecture	18
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	18
An overview of global CME/CPD systems	18
Response to: ‘Models of clinical integration into basic science education for first year medical students’	17
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	17
Twelve tips for developing and implementing an effective critical care simulation programme	16
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	16
Twelve tips for integrating medical students into specialty clinics	16
Keeping it real: The future direction of medical schools	16
Does following a breast cancer patient for a day enhance medical student empathy?	16
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	15
Medical Teacher in Ten Minutes	15
WFME recognition programme	15
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	15
When the wheels fall off – Medical students’ experiences of interrupted academic progression	15
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	15

Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	15
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	14
Co-designing formal health professions curriculum in partnership with students: A scoping review	14
Twelve tips for using the Understanding by Design ® curriculum planning framework	14
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	14
Response to: 'Commentary on the AMEE guide to selection into medical school'	13
Creating virtual patients using large language models: scalable, global, and low cost	13
From provider to patient: Lessons from an occupational exposure	13
Time to treat the climate and nature crisis as one indivisible global health emergency	13
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	13
Is introduction of mental health education in dental school more important now than ever?	12
The void: COVID-19 restrictions and junior doctor education opportunities	12
Marking parties for marking written assessments: A spontaneous community of practice	12
Using audio-diaries for research and education: AMEE Guide No. 144	12
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	12
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	12
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	12
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	12
Response to: ‘Twelve tips for medical students on how to maximise remote learning’	12
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	12
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	12
A critical review of perspective-taking measurement instruments	11
The potential of 3D models and augmented reality in teaching cross-sectional radiology	11
How do medical educators discern, decode, and act upon trainees appearing to engage in impression management?	11
What constitutes a medical miseducation? Ten mishaps, readily remedied	11
Interprofessional learning in practice-based settings: AMEE Guide No. 169	11
Measurement instruments for perspective-taking: BEME Review No. 91	11
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	11
Teaching professionalism in 2021 and its increasing importance	11
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	11
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	11
Planetary health education in medical curricula in the Republic of Ireland	11
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	11
Leveraging evaluation of quality on medical education research with ChatGPT	11
Response to: Twelve tips for developing palliative care teaching in an undergraduate curriculum	10
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	10
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	10
Reducing our practical skills proficiency threshold at who’s loss?	10
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	10
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	10
In correspondence with the 12 tips to centre social accountability	10
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	10
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	10
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	10
Using FAIR principles for improving the preparedness of healthcare teams involved in-home care during COVID-19	10
Harnessing the value of medical students in academic medical centers	10
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	10
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	10
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	10
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	10
The art of engaging TBL sessions: Perspectives of medical students	10
Groupthink among health professional teams in patient care: A scoping review	10
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	9
Absence of skin of colour images in online dermatology atlases and open-access datasets	9
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	9
Learning from ourselves: The power of self-reflection in simulation teaching	9
Twelve tips to aid interpretation of post-assessment psychometric reports	9
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	9
Education curriculum for surgical interns that improves stress management and grit levels	9
Ethical sense, medical ethics education, and maieutics	9
Teaching compassion for social accountability: A parallaxic investigation	9
Building on the conversation about mentorship in medical research	9
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	9
Role of a mentor in enhancing the academic performance of students in remediation	9
Engaging clinical examiners with structured feedback to enhance assessment practices	9
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	9
Navigating complexity in a new proposed OSCE feedback model	9
Emotional intelligence is more important than the learning environment in improving critical thinking	9
Resilience and mental health: How we can help medical students flourish	9
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	9
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	8
Investigating feedback orientation in medical learners	8
Harnessing the power of ChatGPT in medical education	8
Medical Teacher in Ten Minutes	8
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	8
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	8
Twelve tips for medical educators to optimize their curricula vitae	8
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	8
The ethical imperative of civility in medicine	8
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	8

Transformative power of an early ICU internship: A reflection from our undergraduate medical students	8
Supporting health professional educators in the workplace: A scoping review	8
Dismantling medical education’s incompatible ideology	8
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	8
When theory joins practice: A design-based research approach for leader identity development	8
Medical Teacher In Ten Minutes	8
In response to: "Twelve tips for integrating podcasts into medical education”	7
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	7
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	7
A resource efficient and reliable standard setting method for OSCEs: Borderline regression method using standardized patients as sole raters in clinical case encounters with medical students	7
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	7
Analysis of physical learning spaces in a university hospital: A case study	7
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	7
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	7
Empathy in family medicine postgraduate education: A mixed studies systematic review	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	7
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	7
Gender bias in the evaluation of interns in different medical specialties: An archival study	7
Response to: ‘Twelve tips for successfully getting involved in research as a medical student’	7
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	7
Medical education in Brazil: More schools, but what for?	7
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	7
Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83	7
Rethinking peer evaluation in team-based learning	7
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	7
The benefits of rotating through palliative care: A qualitative study	7
Twelve tips for co-production of online learning	7
Medical Teacher in Ten Minutes	7
Twelve tips for maximizing the potential of reflective writing in medical education	7
Medical Teacher in Ten Minutes	7
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	7
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	7
Enhancing reflective practice with ChatGPT: A new approach to assignment design	7
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	7
A multispecialty ethnographic study of clinical competency committees (CCCs)	7
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	7
Medical imaging training with eye movement modeling examples: A randomized controlled study	6
Towards precision well-being in medical education	6
Separation anxiety: Walking away from clinical practice	6
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	6
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	6
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	6
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	6
The Student-Generated Reasoning Tool (SGRT): Linking medical knowledge and clinical reasoning in preclinical education	6
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	6
The number needed to teach: A framework for health professions education	6
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	6
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	6
To leave no one behind in complex systems of health and education	6
Medical Teacher in Ten Minutes	6
Twelve tips for teaching in virtual reality	6
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	6
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	6
Addressing Code Red for humans and the planet: We are in this together	6
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	6
International collaboration in health professions education	6
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	6
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	6
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	6
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	6
Interrater reliability in neurology objective structured clinical examination across specialties	6
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	6
Teaching medical students, psychiatric residents, and fellows about cognitive biases: Lunch a go–go	6
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	6
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	6
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	6
Development of Somaliland national harmonised medical curriculum	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Listening – moving from a closed fist to an open palm	6
Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content	5
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	5
Is use of ChatGPT cheating? Students of health professions perceptions	5
Knowledge circulation and the politics of citation: Referencing is not a neutral act	5
Junior doctors’ workplace well-being and the determinants based on ability–motivation–opportunity (AMO) theory: Educational and managerial implications from a three-year longitudinal observation after	5
Examining the gaps in medical students’ study habits and effective learning strategies	5
Model for an Academic Medicine Interest Group: A student-led initiative	5
Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education	5
Building excellence into medical and health professional education programs	5
The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81	5
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale	5
The prevalence of imposter syndrome and associated factors in Chinese medical students and residents: A single-center pilot study	5
A peer-to-peer handoff tool to ease clerkship transitions	5
Can artificial intelligence read between the lines: Utilizing ChatGPT to evaluate medical students’ implicit attitudes towards doctor–patient relationship	5
What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example	5
Ophthalmology teaching in Australian medical schools: A national survey	5
Design and evaluation of a team-based interprofessional practice placement: A design-based research approach	5
The need to educate on effective reflective practice for international medical graduates	5
Use and implementation of focus groups	5
Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186	5
Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis	5
ChatGPT for assessment writing	5
Increasing medical student participation in scholarly publications at a primary care-focused medical school	5
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics	5
PharmaCORE: Optimizing medical pharmacology education with an innovative instructional dashboard	5
Are we teaching the health impacts of climate change in a clinically relevant way? A systematic narrative review of biomechanism-focused climate change learning outcomes in medical curricula	5