Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	960
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	191
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	155
Learning from health justice partnerships	86
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	78
The role of artificial intelligence in knowledge management for medical students and doctors	65
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	62
Front row seat: The role MMI assessors play in widening access to medical school	55
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	49
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	47
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	46
Types of clinical reasoning in a summative clerkship oral examination	46
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	45
A three-step approach to enhancing the educational value of workplace-based assessments	43
Submitting artificial intelligence in health professions education papers to Medical Teacher	40
SOAP E in action: Pioneering a path to equity through a novel teaching approach	39
Embodying performance excellence in medicine: Can The Six Viewpoints help?	39
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	37
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	37
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	36
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	34
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	34
Response to: Twelve tips for fostering the next generation of medical teachers	33
The prescribing safety assessment: Protecting patients from poor prescribing	33
Redefining Academic Achievement: The Case for Mentorship in Italy	32

Medical Teacher in Ten Minutes	31
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	30
The relationship of psychological health and primary emotional traits in medical students	30
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	29
Examining the role of third-party resources in promoting anti-racist medical education	29
Managing exam stress: Caveats to break stations in OSCEs	28
Advancing primary care: Doctoral program for physician associates and nurse practitioners	28
Perspective on faulty faculty development	28
AI in education: A futuristic vision	27
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
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	24
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	24
A critical perspective on transformative learning in faculty development	24
Task type and instructional context shape the influence of generative AI on hallucinations of learning	23
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	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
Response to: “Dismantling medical education’s incompatible ideology”	23
Health professional education at global scale: The inaugural Lincoln Chen lecture	23
Twelve tips to virtually operationalize co-creation of educational design	22
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	21
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	21
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	21
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study	20
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	19
Reimagining faculty development: A paradigm shift from content to transformative learning processes	19
An overview of global CME/CPD systems	19
Performativity and showmanship in clinical learning: A boon or a bane?	19
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	19
Medical exams in the era of accessible Artificial Intelligence	19
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	19
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	17
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	17
Twelve tips for developing and implementing an effective critical care simulation programme	16
Medical Teacher in Ten Minutes	16
Response to: ‘Models of clinical integration into basic science education for first year medical students’	16
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	16
Keeping it real: The future direction of medical schools	16
Twelve tips for integrating medical students into specialty clinics	16
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	16
How do medical educators discern, decode, and act upon trainees appearing to engage in impression management?	15
When the wheels fall off – Medical students’ experiences of interrupted academic progression	15
Marking parties for marking written assessments: A spontaneous community of practice	15
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	15
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	15
Interprofessional learning in practice-based settings: AMEE Guide No. 169	14
WFME recognition programme	14
Response to: 'Commentary on the AMEE guide to selection into medical school'	14

Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	14
Before the first class: Engaging students early in curriculum design to support program reform	14
Co-designing formal health professions curriculum in partnership with students: A scoping review	14
From provider to patient: Lessons from an occupational exposure	13
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	13
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis	13
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	13
Time to treat the climate and nature crisis as one indivisible global health emergency	13
The void: COVID-19 restrictions and junior doctor education opportunities	13
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	13
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	13
Is introduction of mental health education in dental school more important now than ever?	13
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	13
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	12
Does following a breast cancer patient for a day enhance medical student empathy?	12
Leveraging evaluation of quality on medical education research with ChatGPT	12
A critical review of perspective-taking measurement instruments	12
Planetary health education in medical curricula in the Republic of Ireland	12
Twelve tips for using the Understanding by Design ® curriculum planning framework	12
Creating virtual patients using large language models: scalable, global, and low cost	12
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	12
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	12
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	12
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	12
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	12
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	12
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	12
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	12
Measurement instruments for perspective-taking: BEME Review No. 91	12
What constitutes a medical miseducation? Ten mishaps, readily remedied	11
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	11
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	11
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	11
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	11
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	11
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	11
The potential of 3D models and augmented reality in teaching cross-sectional radiology	11
Dismantling medical education’s incompatible ideology	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
Resilience and mental health: How we can help medical students flourish	10
Click, create, critique: Futureproofing critical thinking in the age of generative AI	10
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	10
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	10
Navigating complexity in a new proposed OSCE feedback model	10
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	10
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	10
Absence of skin of colour images in online dermatology atlases and open-access datasets	10
Twelve tips to aid interpretation of post-assessment psychometric reports	10
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	10
Teaching compassion for social accountability: A parallaxic investigation	10
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	10
Learning from ourselves: The power of self-reflection in simulation teaching	10
Supporting health professional educators in the workplace: A scoping review	10
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	10
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	9
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	9
Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187	9
Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school	9
Harnessing the power of ChatGPT in medical education	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
When theory joins practice: A design-based research approach for leader identity development	9
Emotional intelligence is more important than the learning environment in improving critical thinking	9
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	9
Building on the conversation about mentorship in medical research	9
Ethical sense, medical ethics education, and maieutics	9
Twelve tips for medical educators to optimize their curricula vitae	9
Medical Teacher in Ten Minutes	9
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	9
Investigating feedback orientation in medical learners	9
The ethical imperative of civility in medicine	9
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	9
Medical Teacher in Ten Minutes	8
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	8
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	8
Enhancing reflective practice with ChatGPT: A new approach to assignment design	8
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	8

In response to: "Twelve tips for integrating podcasts into medical education”	8
Qualitative research interviews for health professions education: AMEE Guide No. 185	8
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	8
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	8
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	8
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	8
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	8
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	8
Medical Teacher In Ten Minutes	8
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	8
Medical Teacher in Ten Minutes	8
Medical education and the 12-day Iran war: Emphasizing the impact of resilience and medical training	8
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	8
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	8
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	7
The benefits of rotating through palliative care: A qualitative study	7
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	7
Listening – moving from a closed fist to an open palm	7
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	7
Building excellence into medical and health professional education programs	7
Medical Teacher in Ten Minutes	7
After the academic author, the peer-reviewer’s hours are counted	7
Rethinking peer evaluation in team-based learning	7
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	7
Analysis of physical learning spaces in a university hospital: A case study	7
Towards precision well-being in medical education	7
Empathy in family medicine postgraduate education: A mixed studies systematic review	7
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	7
A multispecialty ethnographic study of clinical competency committees (CCCs)	7
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	7
A traditional or an innovative approach to assessment: The Assessment PROFILE	7
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	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
Gender bias in the evaluation of interns in different medical specialties: An archival study	7
Twelve tips for co-production of online learning	7
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	7
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	7
Medical education in Brazil: More schools, but what for?	7
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	7
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	7
Medical imaging training with eye movement modeling examples: A randomized controlled study	7
Twelve tips for maximizing the potential of reflective writing in medical education	7
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	7
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	6
Development of Somaliland national harmonised medical curriculum	6
Knowledge circulation and the politics of citation: Referencing is not a neutral act	6
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	6
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	6
International collaboration in health professions education	6
Evaluating racial bias in clinical assessments	6
Proposing the Community Triad Model to action social accountability in medical schools	6
Style is the answer to the death of the academic author	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	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
Editorial	6
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	6
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	6
Model for an Academic Medicine Interest Group: A student-led initiative	6
‘Key findings’, ‘key features’ and ‘key clinical decisions’ in clinical reasoning assessment	6
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	6
The number needed to teach: A framework for health professions education	6
Thank you to our Medical Teacher Editorial Board and Reviewers!	6
Addressing Code Red for humans and the planet: We are in this together	6
Striking fear into students’ hearts: Unforeseen consequences of prescribing education	6
Correction	6
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education: A system-based approach.	6
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	6
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	6
To leave no one behind in complex systems of health and education	6
Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189	6
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	6
The need to educate on effective reflective practice for international medical graduates	6
Sweet reflections: Inspiring conversations and hope in healthcare	6
What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study	6
Twelve tips for teaching in virtual reality	6
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	6
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	6
Medical Teacher in Ten Minutes	6
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	6
Interrater reliability in neurology objective structured clinical examination across specialties	6
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	6
Response to: Twelve tips for developing and maintaining a successful peer mentoring program for junior faculty in academic medicine	5
Increasing access to simulation opportunities for emergent cricothyrotomy using a 3D model and positive pressure	5
Battling on two fronts: The mental wellbeing of war zone medics	5
Using item response theory to appraise key feature examinations for clinical reasoning	5
Twelve tips for using rapid research methods in health professions education	5
Labour upon labour: A best evidence medical education (BEME) meta-ethnography of underrepresented students’ experiences of medical school	5
The role of interdisciplinary integration in medical education	5
Twelve tips for developing equitable academic extracurricular activities	5
Response to: ‘Potential challenges to using competency frameworks as a tool for a variety of important decisions related to medical faculty members’	5
Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163	5
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review	5
Rethinking assessment in the context of AI	5