Medical Teacher

Article	Citations
Learning from health justice partnerships	466
Front row seat: The role MMI assessors play in widening access to medical school	248
SOAP E in action: Pioneering a path to equity through a novel teaching approach	120
A three-step approach to enhancing the educational value of workplace-based assessments	109
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	107
Dermatology is the natural lab for studying implicit associations in medicine	89
Embodying performance excellence in medicine: Can The Six Viewpoints help?	77
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	75
The role of artificial intelligence in knowledge management for medical students and doctors	74
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	74
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	72
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	69
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	68
Submitting artificial intelligence in health professions education papers to Medical Teacher	65
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	60
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	57
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	56
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	55
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	53
The prescribing safety assessment: Protecting patients from poor prescribing	52
Response to: Twelve tips for fostering the next generation of medical teachers	50
Redefining Academic Achievement: The Case for Mentorship in Italy	48
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	46
Examining the role of third-party resources in promoting anti-racist medical education	45
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	43

Perspective on faulty faculty development	43
Advancing primary care: Doctoral program for physician associates and nurse practitioners	40
Response to: “Dismantling medical education’s incompatible ideology”	38
A critical perspective on transformative learning in faculty development	37
Medical exams in the era of accessible Artificial Intelligence	36
Health professional education at global scale: The inaugural Lincoln Chen lecture	36
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	35
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	35
Performativity and showmanship in clinical learning: A boon or a bane?	34
Medical students as agents of change: A qualitative study of medical students’ self-governance	33
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	33
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study	32
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	32
Task type and instructional context shape the influence of generative AI on hallucinations of learning	30
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	29
Twelve tips to virtually operationalize co-creation of educational design	29
Correction	29
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	28
An overview of global CME/CPD systems	27
Advocacy as clinical behaviour, not curricular rhetoric	27
Admission into healthcare education in France: Half-baked reform that further complicates the system	26
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	25
When what we can count is all that counts	24
The relationship of psychological health and primary emotional traits in medical students	24
Reimagining faculty development: A paradigm shift from content to transformative learning processes	23
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	23
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	23
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	23
AI in education: A futuristic vision	23
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	22
Student-led Objective Structured Clinical Examinations (OSCEs): A scoping review	22
On the search sensitivity of a meta-analysis of AI-generated MCQs	22
Beyond automation: AI-assisted PBL through an AI-TPACK lens	21
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	21
Managing exam stress: Caveats to break stations in OSCEs	21
Twelve tips for integrating medical students into specialty clinics	20
Medical Teacher in Ten Minutes	20
Keeping it real: The future direction of medical schools	20
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	20
Twelve tips for developing and implementing an effective critical care simulation programme	20
Twelve tips for using the Understanding by Design ® curriculum planning framework	20
Before the first class: Engaging students early in curriculum design to support program reform	19
Response to: 'Commentary on the AMEE guide to selection into medical school'	19
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	19
Does following a breast cancer patient for a day enhance medical student empathy?	18
Interprofessional learning in practice-based settings: AMEE Guide No. 169	18
WFME recognition programme	18
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	18
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	18
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	18

‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	17
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	17
Co-designing formal health professions curriculum in partnership with students: A scoping review	17
From provider to patient: Lessons from an occupational exposure	17
Response to: ‘Models of clinical integration into basic science education for first year medical students’	17
Teaching medical students to learn effectively in the age of AI	17
Time to treat the climate and nature crisis as one indivisible global health emergency	17
Is introduction of mental health education in dental school more important now than ever?	17
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	17
Accreditation science—the need for evidence to guide the global expansion of medical education accreditation	17
A core competency framework for point-of-care ultrasound education: Guidelines for curriculum development	16
How do medical educators discern, decode, and act upon trainees appearing to engage in impression management?	16
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	16
Creating virtual patients using large language models: scalable, global, and low cost	16
The potential of 3D models and augmented reality in teaching cross-sectional radiology	16
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	16
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis	16
Marking parties for marking written assessments: A spontaneous community of practice	16
A critical review of perspective-taking measurement instruments	16
Using locally-hosted Small Language Models (SLMs) to protect student, patient and research subject data in Health Professions Education	16
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	16
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	16
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	15
Measurement instruments for perspective-taking: BEME Review No. 91	15
Leveraging evaluation of quality on medical education research with ChatGPT	15
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	15
What constitutes a medical miseducation? Ten mishaps, readily remedied	15
Anti-racist recommendations in medical education journals in 2023: A content analysis	15
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	15
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	15
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	15
Twelve tips on how to put together a successful applications for ASPIRE award for assessment of students	15
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	14
Understanding role navigation among health professions educators: Insights from a global South context	14
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	14
Clinicians’ perceptions of learning through organized CPD and spontaneous teaching: An interpretive descriptive study	14
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	14
Walking a tightrope: A thematic analysis of residents’ co-regulated learning in the clinical workplace	14
The winding pathway to medical school: The role of non-direct routes in achieving a diverse student population	14
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	14
Mapping artificial intelligence integration in objective structured clinical examinations: A scoping review	14
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	14
Twelve tips for medical educators to optimize their curricula vitae	13
Navigating complexity in a new proposed OSCE feedback model	13
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	13
Medical Teacher in Ten Minutes	13
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	13
Resilience and mental health: How we can help medical students flourish	13
Harnessing the value of medical students in academic medical centers	13
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	12
Role of a mentor in enhancing the academic performance of students in remediation	12
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	12
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	12
The ethical imperative of civility in medicine	12
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	12
Learning from ourselves: The power of self-reflection in simulation teaching	12
The physician as a catalyst: Reimagining medical education for an AI era	12
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	12
Correction	12
Harnessing the power of ChatGPT in medical education	12
Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school	12
Building on the conversation about mentorship in medical research	12
Twelve tips to aid interpretation of post-assessment psychometric reports	12
Navigating the paradox of the student-doctor status: Perceptions of general practice residents	12
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	11
Dismantling medical education’s incompatible ideology	11
Teaching compassion for social accountability: A parallaxic investigation	11
The research we never questioned: What artificial intelligence is revealing in health professions education	11
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	11
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	11
Ethical sense, medical ethics education, and maieutics	11
The benefits of rotating through palliative care: A qualitative study	10
In response to: "Twelve tips for integrating podcasts into medical education”	10
Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187	10
Emotional intelligence is more important than the learning environment in improving critical thinking	10
Validity and equity of the AAMC PREview situational judgment test in U.S. medical school admissions	10
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	10
Twelve tips for co-production of online learning	10
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	10
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	10

From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	10
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	10
Supporting health professional educators in the workplace: A scoping review	10
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	10
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	10
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	10
Medical Teacher in Ten Minutes	10
Click, create, critique: Futureproofing critical thinking in the age of generative AI	10
Investigating feedback orientation in medical learners	10
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	10
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	10
Evaluating real-time voice AI–based virtual patients for authentic communication training	9
Towards precision well-being in medical education	9
Reframing interprofessional competencies through Ubuntu: A decolonial proposal	9
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	9
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	9
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	9
Enhancing reflective practice with ChatGPT: A new approach to assignment design	9
Rethinking peer evaluation in team-based learning	9
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	9
Twelve tips for maximizing the potential of reflective writing in medical education	9
Medical education and the 12-day Iran war: Emphasizing the impact of resilience and medical training	9
‘My role or not my role?’ Addressing the social determinants of health in medical oncology residency	9
Listening – moving from a closed fist to an open palm	9
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	9
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	9
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	9
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	9
Exploring barriers and facilitators to mobile technology integration in clinical education: A focus group study with students and stakeholders	9
Qualitative research interviews for health professions education: AMEE Guide No. 185	9
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	9
When using entrustable professional activities thwarts basic psychological needs: A case study of residents' experience	9
Graduates from widening participation medical programs are disadvantaged on residency selection	9
Medical imaging training with eye movement modeling examples: A randomized controlled study	9
Twelve tips for using microlearning for faculty development	9
Medical education in Brazil: More schools, but what for?	9
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	9
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	9
Empathy in family medicine postgraduate education: A mixed studies systematic review	9
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	9
Correction	8
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	8
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	8
To leave no one behind in complex systems of health and education	8
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	8
Voluntary use of LLM-powered virtual standardized patients and medical students’ interview performance: An observational study	8
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	8
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	8
A traditional or an innovative approach to assessment: The Assessment PROFILE	8
Interrater reliability in neurology objective structured clinical examination across specialties	8
The number needed to teach: A framework for health professions education	8
Medical Teacher in Ten Minutes	8
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	8
Separation anxiety: Walking away from clinical practice	8
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	8
Twelve tips for teaching in virtual reality	8
Proposing the Community Triad Model to action social accountability in medical schools	8
Building excellence into medical and health professional education programs	8
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	8
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	8
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	8
Editorial	8
International collaboration in health professions education	8
Secure AI-assisted angoff standard-setting for single best answer questions: A non-inferiority validation study	8
Value creation through expansive learning: A participatory mixed-methods evaluation of a global health professions network	8
Correction	8
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	8
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	8
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	7
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	7
Development of Somaliland national harmonised medical curriculum	7
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale	7
Use and implementation of focus groups	7
Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education	7
Twelve tips for excelling as an introvert in academic medicine (at all levels)	7
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	7
A leadership Guide to applying the job demands–resources (JD-R) theory for faculty engagement and burnout prevention in health professions education: AMEE Guide No. 194	7
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	7
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	7
Model for an Academic Medicine Interest Group: A student-led initiative	7
Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189	7
ChatGPT for assessment writing	7
A peer-to-peer handoff tool to ease clerkship transitions	7
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics	7
ASPIRE for Excellence in Student Assessment: Developing a quality programme of assessment	7
Examining the gaps in medical students’ study habits and effective learning strategies	7
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	7
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	7
After the academic author, the peer-reviewer’s hours are counted	7
Medical Teacher in Ten Minutes	7
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	7
Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186	7
Knowledge circulation and the politics of citation: Referencing is not a neutral act	7
Evaluating racial bias in clinical assessments	7
Exploring the intersection of learning and discomfort in health professions education	7