Medical Teacher

Article	Citations
Dermatology is the natural lab for studying implicit associations in medicine	634
Embodying performance excellence in medicine: Can The Six Viewpoints help?	112
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	101
The role of artificial intelligence in knowledge management for medical students and doctors	86
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	80
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	69
Types of clinical reasoning in a summative clerkship oral examination	67
Response to: A faculty development course focusing on the humanities to promote reflection on teaching	59
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	52
Learning from health justice partnerships	46
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	46
Response to: Understanding patient involvement in judging students’ communication skills in OSCEs	45
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	44
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	44
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	42
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	37
Front row seat: The role MMI assessors play in widening access to medical school	36
Submitting artificial intelligence in health professions education papers to Medical Teacher	34
SOAP E in action: Pioneering a path to equity through a novel teaching approach	34
A three-step approach to enhancing the educational value of workplace-based assessments	33
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	32
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	32
Response to: Twelve tips for fostering the next generation of medical teachers	31
Medical teacher in ten minutes	28
Redefining Academic Achievement: The Case for Mentorship in Italy	28

Medical student response to ‘twelve tips to center social accountability in undergraduate medical education’	27
Examining the role of third-party resources in promoting anti-racist medical education	27
The prescribing safety assessment: Protecting patients from poor prescribing	25
Medical Teacher in Ten Minutes	25
Response to twelve tips for remote learning	25
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	25
Medical exams in the era of accessible Artificial Intelligence	24
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	24
Twelve tips to center social accountability in undergraduate medical education	24
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	23
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	23
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	22
AI in education: A futuristic vision	22
Coaching the coaches: Employing role modeling and coaching as a faculty development strategy	22
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	22
Advancing primary care: Doctoral program for physician associates and nurse practitioners	22
A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors	22
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	22
A critical perspective on transformative learning in faculty development	21
Response to: “Dismantling medical education’s incompatible ideology”	21
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	21
Correction	21
Who do I think you are? The guessing game ice breaker: Building community	21
Health professional education at global scale: The inaugural Lincoln Chen lecture	21
An overview of global CME/CPD systems	20
Twelve tips to virtually operationalize co-creation of educational design	20
Managing exam stress: Caveats to break stations in OSCEs	20
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	20
The relationship of psychological health and primary emotional traits in medical students	20
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	19
Admission into healthcare education in France: Half-baked reform that further complicates the system	18
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	18
Perspective on faulty faculty development	18
Pairing students on the wards: The effect on the clerkship learning environment	18
How can we better prepare new doctors for the tasks and challenges of ward rounds?: An observational study of junior doctors’ experiences	18
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	17
Reimagining faculty development: A paradigm shift from content to transformative learning processes	17
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	17
Co-designing formal health professions curriculum in partnership with students: A scoping review	16
Response to: ‘Twelve tips for medical students on how to maximise remote learning’	16
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	16
Time to treat the climate and nature crisis as one indivisible global health emergency	16
The void: COVID-19 restrictions and junior doctor education opportunities	16
Marking parties for marking written assessments: A spontaneous community of practice	16
Response to: ‘Models of clinical integration into basic science education for first year medical students’	16
Twelve tips for developing and implementing an effective critical care simulation programme	15
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	15
Does following a breast cancer patient for a day enhance medical student empathy?	14
Using audio-diaries for research and education: AMEE Guide No. 144	14
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	14

ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	14
Is introduction of mental health education in dental school more important now than ever?	14
Medical Teacher in Ten Minutes	14
Twelve tips for integrating medical students into specialty clinics	14
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	13
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	13
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	13
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	13
Response to: 'Commentary on the AMEE guide to selection into medical school'	13
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	13
From provider to patient: Lessons from an occupational exposure	13
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	13
When the wheels fall off – Medical students’ experiences of interrupted academic progression	13
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	12
Keeping it real: The future direction of medical schools	12
Creating virtual patients using large language models: scalable, global, and low cost	12
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	12
Twelve tips for using the Understanding by Design ® curriculum planning framework	12
Interprofessional learning in practice-based settings: AMEE Guide No. 169	12
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	12
WFME recognition programme	12
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	12
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	12
Response to: Twelve tips for developing palliative care teaching in an undergraduate curriculum	12
In correspondence with the 12 tips to centre social accountability	11
Teaching professionalism in 2021 and its increasing importance	11
What constitutes a medical miseducation? Ten mishaps, readily remedied	11
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	11
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	11
Reducing our practical skills proficiency threshold at who’s loss?	11
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	11
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	11
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	10
Know thyself: Development and validation of self-awareness of teaching skills (SATS) measuring instrument for medical teachers	10
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	10
Measurement instruments for perspective-taking: A BEME scoping review: BEME Review No. 91	10
Assessing the predictive validity of the UCAT—A systematic review and narrative synthesis	10
Leveraging evaluation of quality on medical education research with ChatGPT	10
The potential of 3D models and augmented reality in teaching cross-sectional radiology	10
A critical review of perspective-taking measurement instruments	10
Groupthink among health professional teams in patient care: A scoping review	10
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	10
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	10
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	10
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	10
Absence of skin of colour images in online dermatology atlases and open-access datasets	9
Using FAIR principles for improving the preparedness of healthcare teams involved in-home care during COVID-19	9
Ethical sense, medical ethics education, and maieutics	9
The art of engaging TBL sessions: Perspectives of medical students	9
Planetary health education in medical curricula in the Republic of Ireland	9
Role of a mentor in enhancing the academic performance of students in remediation	9
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	9
Early career doctors' experiences of psychiatry placements: A qualitative study	9
Engaging clinical examiners with structured feedback to enhance assessment practices	9
Supporting health professional educators in the workplace: A scoping review	9
Investigating feedback orientation in medical learners	9
Teaching compassion for social accountability: A parallaxic investigation	9
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	8
Harnessing the value of medical students in academic medical centers	8
Twelve tips for medical educators to optimize their curricula vitae	8
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	8
Building on the conversation about mentorship in medical research	8
Twelve tips to aid interpretation of post-assessment psychometric reports	8
Education curriculum for surgical interns that improves stress management and grit levels	8
Navigating complexity in a new proposed OSCE feedback model	8
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	8
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	8
Resilience and mental health: How we can help medical students flourish	8
Thinking differently – Students’ cognitive processes when answering two different formats of written question	8
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	8
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	8
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	8
Learning from ourselves: The power of self-reflection in simulation teaching	8
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	8
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	7
Dismantling medical education’s incompatible ideology	7
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	7
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	7
Medical Teacher in Ten Minutes	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 Teacher In Ten Minutes	7
Medical Teacher in Ten Minutes	7
Twelve tips for learners to succeed in a CBME program	7
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	7
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	7
Analysis of physical learning spaces in a university hospital: A case study	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
When theory joins practice: A design-based research approach for leader identity development	7
Harnessing the power of ChatGPT in medical education	7
Emotional intelligence is more important than the learning environment in improving critical thinking	7
Towards precision well-being in medical education	7
Gender bias in the evaluation of interns in different medical specialties: An archival study	7
Medical Teacher in Ten Minutes	7
A new direction for simulation in healthcare education: Improving learners’ insight into the perspectives of patients through lived experience	7
In response to: "Twelve tips for integrating podcasts into medical education”	7
Recognising the value of student involvement in the MDT huddle: A junior doctor’s perspective	7
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	6
Twelve tips for co-production of online learning	6
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	6
Rethinking peer evaluation in team-based learning	6
Viewing faculty development through an organizational lens: Sharing lessons learned	6
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	6
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	6
Medical imaging training with eye movement modeling examples: A randomized controlled study	6
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	6
Empathy in family medicine postgraduate education: A mixed studies systematic review	6
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	6
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	6
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	6
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	6
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	6
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	6
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	6
A multispecialty ethnographic study of clinical competency committees (CCCs)	6
Twelve tips for maximizing the potential of reflective writing in medical education	6
The benefits of rotating through palliative care: A qualitative study	6
Response to: ‘Twelve tips for successfully getting involved in research as a medical student’	6
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	6
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	6
Listening – moving from a closed fist to an open palm	6
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	6
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	6
Enhancing reflective practice with ChatGPT: A new approach to assignment design	6
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	6
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	5
Interrater reliability in neurology objective structured clinical examination across specialties	5
Twelve tips for excelling as an introvert in academic medicine (at all levels)	5
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	5
Mental health among elite sportspeople: Lessons for medical education	5
Proposing the Community Triad Model to action social accountability in medical schools	5
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	5
Sweet reflections: Inspiring conversations and hope in healthcare	5
Medical Teacher in Ten Minutes	5
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	5
Addressing Code Red for humans and the planet: We are in this together	5
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	5
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	5
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	5
Teaching medical students, psychiatric residents, and fellows about cognitive biases: Lunch a go–go	5
Medical Teacher in Ten Minutes	5
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	5
To leave no one behind in complex systems of health and education	5
Twelve tips for teaching in virtual reality	5
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	5
Model for an Academic Medicine Interest Group: A student-led initiative	5
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training	5
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	5
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	5
Striking fear into students’ hearts: Unforeseen consequences of prescribing education	5
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	5
Students’ perspective on wellness intervention programs	5
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	5
Design and evaluation of a team-based interprofessional practice placement: A design-based research approach	5
The Student-Generated Reasoning Tool (SGRT): Linking medical knowledge and clinical reasoning in preclinical education	5
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	5
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	5
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	5
“House calls”: An approach to faculty development in distributed medical education	5
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	5
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	5
‘Key findings’, ‘key features’ and ‘key clinical decisions’ in clinical reasoning assessment	5
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education: A system-based approach.	5
A traditional or an innovative approach to assessment: The Assessment PROFILE	5
Thank you to our Medical Teacher Editorial Board and Reviewers!	5
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	5
The number needed to teach: A framework for health professions education	5
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation	5
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	5
International collaboration in health professions education	5
Building excellence into medical and health professional education programs	5
Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis	5
Use of an apprenticeship model to facilitate prescribing learning on clinical placements	5
The prevalence of imposter syndrome and associated factors in Chinese medical students and residents: A single-center pilot study	5
Letter to the editor in response to “Factors associated with medical students’ speaking-up about medical errors: A cross-sectional study”	5