Medical Teacher

Article	Citations
Thematic analysis of qualitative data: AMEE Guide No. 131	1199
Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63	188
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	188
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64	142
AMEE Consensus Statement: Planetary health and education for sustainable healthcare	125
Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic	112
The recommended description of an entrustable professional activity: AMEE Guide No. 140	99
Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective	93
Adapting to the impact of COVID-19: Sharing stories, sharing practice	90
Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19	77
Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?	64
Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158	58
Optimizing resilience and wellbeing for healthcare professions trainees and healthcare professionals during public health crises – Practical tips for an ‘integrative resilience’ approach	54
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138	54
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	53
Growth mindset in competency-based medical education	53
Using activity theory to transform medical work and learning	53
Supporting a teacher identity in health professions education: AMEE Guide No. 132	50
How we make choices and sacrifices in medical education during the COVID-19 pandemic	48
Twelve tips for teaching implicit bias recognition and management	48
The ingredients of a rich entrustment decision	46
Faculty development and partnership with students to integrate sustainable healthcare into health professions education	46
Curricular needs for training telemedicine physicians: A scoping review	44
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	44
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education	44

Twelve tips for conducting a virtual OSCE	42
Mixed reality as a time-efficient alternative to cadaveric dissection	39
Mindfulness-based mobile app reduces anxiety and increases self-compassion in healthcare students: A randomised controlled trial	38
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference	36
A scoping review of adaptive expertise in education	34
Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70	33
Rethinking health professions’ education leadership: Developing ‘eco-ethical’ leaders for a more sustainable world and future	33
Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials	32
Medical students consulting from home: A qualitative evaluation of a tool for maintaining student exposure to patients during lockdown	32
Preparedness of medical education in China: Lessons from the COVID-19 outbreak	32
Indigenous perspectives on education for sustainable healthcare	32
Aye, AI! ChatGPT passes multiple-choice family medicine exam	31
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review	31
Education for sustainable healthcare: Leadership to get from here to there	30
Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example	29
The Covid-19 pandemic: Provoking thought and encouraging change	29
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system	29
Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula	29
The prospects of sitting ‘end of year’ open book exams in the light of COVID-19: A medical student’s perspective	28
The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 135	28
Coaching skills for medical education in a VUCA world	27
Capturing outcomes of competency-based medical education: The call and the challenge	27
“I teach it because it is the biggest threat to health”: Integrating sustainable healthcare into health professions education	26
Assessing open-book examination in medical education: The time is now	26
Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce	25
Health systems science education: The new post-Flexner professionalism for the 21st century	23
COVID 19: Designing and conducting an online mini-multiple interview (MMI) in a dynamic landscape	23
Redefining scholarship for health professions education: AMEE Guide No. 142	22
Supporting motivation in teams working remotely: The role of basic psychological needs	22
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice	22
Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats	22
Twelve tips to enhance student engagement in synchronous online teaching and learning	21
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	21
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?	21
Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic – A BEME systematic review: BEME Guide No. 71	20
A carbon footprint study of the Canadian medical residency interview tour	20
Leadership in interprofessional healthcare teams: Empowering knotworking with followership	20
Education for sustainable health care: From learning to professional practice	20
Perfectionism as a mediator of psychological distress: Implications for addressing underlying vulnerabilities to the mental health of medical students	20
Twelve tips for interfacing with the new generation of medical students: iGen	20
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders	20
On the validity of summative entrustment decisions	19
Twelve tips for creating a medical education podcast	19
Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?	19
Twelve tips to stimulate creative problem-solving with design thinking	19
Key considerations in planning and designing programmatic assessment in competency-based medical education	19
Twelve tips to present an effective webinar	19
Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper	18
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	17
Harnessing insights from an activity system – OSCEs past and present expanding future assessments	17

A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020	16
Pride and prejudice – What can we learn from peer review?	16
Expansive learning in medical education: Putting Change Laboratory to work	16
A systems approach for institutional CBME adoption at Queen’s University	16
12 tips for effective questioning in medical education	16
Mechanisms involved in the formation of professional identity by medical students	16
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development	16
An educational intervention to increase student engagement in feedback	16
The DISCuSS model: Creating connections between community and curriculum – A new lens for curricular development in support of social accountability	16
How to conduct cost and value analyses in health professions education: AMEE Guide No. 139	15
Re-visioning clinical reasoning, or stepping out from the skull	15
Clarifying essential terminology in entrustment	15
The reproduction of human pathology specimens using three-dimensional (3D) printing technology for teaching purposes	15
Why use indicators to measure and monitor the inclusion of climate change and environmental sustainability in health professions’ education?	15
Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65	15
Twelve tips to center social accountability in undergraduate medical education	15
Factors associated with medical students speaking-up about medical errors: A cross-sectional study	15
To see or not to see: Should medical educators require students to turn on cameras in online teaching?	15
Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs	15
Making sense of design thinking: A primer for medical teachers	15
Twelve tips to make successful medical infographics	15
Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies	14
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review	14
Twelve tips for the integration of medical students into telemedicine visits	14
Beyond advising and mentoring: Competencies for coaching in medical education	14
Twelve tips for facilitating and implementing clinical debriefing programmes	14
Educating for planetary health and environmentally sustainable health care: Responding with urgency	13
Student engagement in health professions education: AMEE Guide No. 152	13
Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation	13
Twelve tips for clinical teaching with telemedicine visits	13
Breathing life into bedside teaching in the era of COVID-19	13
Guiding principles for undergraduate medical education in the time of the COVID-19 pandemic	13
A systematic scoping review of communication skills training in medical schools between 2000 and 2020	13
Lessons learned from COVID-19 epidemic in Iran: The role of medical education	13
The pursuit of fairness in assessment: Looking beyond the objective	13
Unclear if future physicians are learning about patient-centred care: Content analysis of curriculum at 16 medical schools	13
Equity in medical education: Addressing microaggressions and discrimination on the wards	13
How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts	13
Embracing ambiguity: Curriculum design and activity theory	13
Technology enhanced assessment: Ottawa consensus statement and recommendations	12
Groupthink among health professional teams in patient care: A scoping review	12
Twelve tips for developing a global community of scholars in health professions education	12
Understanding and developing procedures for video-based assessment in medical education	12
Learning needs assessments in continuing professional development: A scoping review	12
Realizing the vision of the Lancet Commission on Education of Health Professionals for the 21st Century: Transforming medical education through the Accelerating Change in Medical Education Consortium	12
The educators’ experience: Learning environments that support the master adaptive learner	12
Twelve tips for developing feedback literacy in health professions learners	12
Impostorism and anxiety contribute to burnout among resident physicians	12
Outcomes of competency-based medical education: A taxonomy for shared language	12
Twelve tips for using Facebook as a learning platform	11
Exploiting the power of information in medical education	11
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education	11
The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review	11
Candidates undertaking (invigilated) assessment online show no differences in performance compared to those undertaking assessment offline	11
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students	11
Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review	11
Selection for health professions education leads to increased inequality of opportunity and decreased student diversity in The Netherlands, but lottery is no solution: A retrospective multi-cohort stu	11
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	11
Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students’ non-psychomotor clinical competency	11
Exploring students’ [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students’ national licensing exam performance: A focused review – BEME Guide No. 72	10
Incidence of resident mistreatment in the learning environment across three institutions	10
Thinking differently – Students’ cognitive processes when answering two different formats of written question	10
Twelve tips for creating an escape room activity for medical education	10
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course	10
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education	10
Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 80	10
Twelve tips for fostering the next generation of medical teachers	10
The next paradigm shift? ChatGPT, artificial intelligence, and medical education	10
Measuring exposure to bullying and harassment in health professional students in a clinical workplace environment: Evaluating the psychometric properties of the clinical workplace learning NAQ-R scale	10
Patients as teachers and arts-based reflection in surgical clerkship: A preliminary exploration	10
Medical education in Morocco: Current situation and future challenges	10
Students perceive skills learned in pre-clerkship PBL valuable in core clinical rotations	10
Twelve tips on guiding preparation for both high-stakes exams and long-term learning	10
Twelve tips for learners to succeed in a CBME program	10
A framework to understand the needs of the medical students of the future	10
Gaining interprofessional knowledge and interprofessional competence on a training ward	10
The pen is mightier than the sword. Reinstating patient care as the object of prescribing education	9
Twelve tips for conducting team-based learning session online in synchronous setting	9
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective	9
EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale	9

The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137	9
The impact of clerkship model and clinical setting on medical student’s participation in the clinical workplace: A comparison of rural LIC and rural block rotation experience	9
Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors	9
Twelve tips for mindful teaching and learning in medical education	9
Using Kane’s framework to build a validity argument supporting (or not) virtual OSCEs	9
Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios	9
Reframing faculty development practice and research through the lens of adaptive expertise	9
Transcending boundaries for collaborative patient care	9
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions	9
Perspectives of a 2nd-year medical student on ‘Students as Partners’ in higher education – What are the benefits, and how can we manage the power dynamics?	9
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148	9
Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing	9
Twelve tips to teach culturally sensitive palliative care	9
Emotional intelligence, burnout, and professional fulfillment in clinical year medical students	9
Medical education in Italy: Challenges and opportunities	9
A change laboratory for maternity care in Brazil: Pilot implementation of Mother Baby Friendly Birthing Initiative	9
Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study	8
Academic excellence in Latin America: Social accountability of medical schools	8
Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?	8
AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 146	8
Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial	8
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	8
Twelve tips for surgeons to maximise medical student learning in the operating theatre	8
Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria	8
Addressing Code Red for humans and the planet: We are in this together	8
Embedding planetary health concepts in a pre-medical physiology subject	8
Twelve tips for engaging learners in online discussions	8
Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78	8
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	8
Twelve tips for being an effective clinical skills peer teacher	8
Adapting medical education during crisis: Student–Faculty partnerships as an enabler of success	8
An explorative assessment of ChatGPT as an aid in medical education: Use it with caution	8
Shining a spotlight on scoring in the OSCE: Checklists and item weighting	8
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees	8
Impact of the resident duty hours on in-training examination score: A nationwide study in Japan	8
Implementation of competence by design in Canadian neurosurgery residency programs*	8
The KAIROS Blanket Exercise: Engaging Indigenous ways of knowing to foster critical consciousness in medical education	8
Harnessing the power of ChatGPT in medical education	8
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	8
Medical education in the United Arab Emirates: Challenges and opportunities	8
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66	8
Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching	8
The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes	8
Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study	7
A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62	7
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study	7
Leveraging social media for medical education: Learning from patients in online spaces	7
Experiences of disabled students in undergraduate medical education	7
An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles	7
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161	7
Developing a community of practice for quality assurance within healthcare assessment	7
Predicting failure before it happens: A 5-year, 1042 participant prospective study	7
Avoid ‘running before we can walk’ in medical education research: The importance of design and development research	7
Key drivers of social accountability in nine Canadian medical schools*	7
Visual art-based training in undergraduate medical education: A systematic review	7
Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141	7
Moving IPE from being ‘worthy’ to ‘required’ in health professional curriculum: Is good governance the missing part?	7
Longitudinal outcomes one year following implicit bias training in medical students	7
‘We just did it as a team’: Learning and working on a paediatric interprofessional training ward improves interprofessional competencies in the short- and in the long-term	7
Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs	7
Twelve tips to organise a mock OSCE	7
The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education	7
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty	7
Professional identity formation of medical teachers in a non-Western setting	7
Twelve tips for postgraduate interprofessional case-based learning	7
What can regulatory bodies do to help implement competency-based medical education?	7
Exploring clinical educators' perceptions of role modeling after participating in a role modeling educational program	7
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation	7
Health professions education as a discipline: Evidence based on Krishnan’s framework	7
‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’	7
Twelve tips for engaging students and community partners in medical education	6
Development and piloting of an instructional video quality checklist (IVQC)	6
“What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents	6
Primary care placements in the post-COVID era: A qualitative evaluation of a final year undergraduate clerkship	6
Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice	6
Melanin matters: Ethnic diversity in dermatology textbooks	6
Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationships	6
Educational benefits of the online journal club: A systematic review	6
Twelve tips for medical students on how to maximise remote learning	6
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study	6
Training in polytrauma management in medical curricula: A scoping review	6
Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations	6
Using audio-diaries for research and education: AMEE Guide No. 144	6
Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130	6
How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory	6
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis	6
Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)	6
Developing entrustable professional activities for university teachers in the health professions	6
Twelve tips for teaching in the ICU	6
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy	6
Planetary health and sustainability teaching in UK medical education: A review of medical school curricula	6
The use of BEME reviews in the medical education literature	6
Traveling by winding roads or highways: Stability of medical students’ specialty preferences over time	6
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	6
Mental health among elite sportspeople: Lessons for medical education	6