Medical Teacher

Article	Citations
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	1073
Learning from health justice partnerships	242
The role of artificial intelligence in knowledge management for medical students and doctors	172
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	93
Front row seat: The role MMI assessors play in widening access to medical school	85
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	70
Types of clinical reasoning in a summative clerkship oral examination	67
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	59
Submitting artificial intelligence in health professions education papers to Medical Teacher	54
A three-step approach to enhancing the educational value of workplace-based assessments	54
Embodying performance excellence in medicine: Can The Six Viewpoints help?	53
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	51
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	51
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	50
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	48
SOAP E in action: Pioneering a path to equity through a novel teaching approach	46
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	41
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	41
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	40
Dermatology is the natural lab for studying implicit associations in medicine	39
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	39
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	37
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	37
Redefining Academic Achievement: The Case for Mentorship in Italy	36
Response to: Twelve tips for fostering the next generation of medical teachers	36

The prescribing safety assessment: Protecting patients from poor prescribing	36
The relationship of psychological health and primary emotional traits in medical students	32
Medical Teacher in Ten Minutes	32
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	31
Perspective on faulty faculty development	30
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	30
Examining the role of third-party resources in promoting anti-racist medical education	30
Advancing primary care: Doctoral program for physician associates and nurse practitioners	29
Managing exam stress: Caveats to break stations in OSCEs	29
Reimagining faculty development: A paradigm shift from content to transformative learning processes	27
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	26
Medical students as agents of change: A qualitative study of medical students’ self-governance	26
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	26
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	26
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	26
Admission into healthcare education in France: Half-baked reform that further complicates the system	25
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study	24
Health professional education at global scale: The inaugural Lincoln Chen lecture	24
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	24
A critical perspective on transformative learning in faculty development	24
Response to: “Dismantling medical education’s incompatible ideology”	24
Correction	24
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	22
Task type and instructional context shape the influence of generative AI on hallucinations of learning	22
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	21
An overview of global CME/CPD systems	21
Performativity and showmanship in clinical learning: A boon or a bane?	20
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	20
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	19
Twelve tips to virtually operationalize co-creation of educational design	18
Twelve tips for developing and implementing an effective critical care simulation programme	17
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	17
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	17
AI in education: A futuristic vision	17
Medical exams in the era of accessible Artificial Intelligence	17
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	17
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	17
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	16
Marking parties for marking written assessments: A spontaneous community of practice	16
Medical Teacher in Ten Minutes	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
Co-designing formal health professions curriculum in partnership with students: A scoping review	15
WFME recognition programme	15
Time to treat the climate and nature crisis as one indivisible global health emergency	15
The void: COVID-19 restrictions and junior doctor education opportunities	15
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
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	15

Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	15
Does following a breast cancer patient for a day enhance medical student empathy?	15
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	15
From provider to patient: Lessons from an occupational exposure	15
Is introduction of mental health education in dental school more important now than ever?	15
Before the first class: Engaging students early in curriculum design to support program reform	14
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis	14
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	14
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	14
Interprofessional learning in practice-based settings: AMEE Guide No. 169	14
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	14
Creating virtual patients using large language models: scalable, global, and low cost	14
Response to: 'Commentary on the AMEE guide to selection into medical school'	13
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	13
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	13
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	13
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	13
Response to: ‘Models of clinical integration into basic science education for first year medical students’	13
A critical review of perspective-taking measurement instruments	13
Twelve tips for using the Understanding by Design ® curriculum planning framework	13
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	13
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	13
Leveraging evaluation of quality on medical education research with ChatGPT	13
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	12
The potential of 3D models and augmented reality in teaching cross-sectional radiology	12
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	12
The need to preserve the humanistic nature of medical education amidst COVID-19-induced learning strategies	12
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	12
Measurement instruments for perspective-taking: BEME Review No. 91	12
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	12
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	12
What constitutes a medical miseducation? Ten mishaps, readily remedied	12
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	12
Planetary health education in medical curricula in the Republic of Ireland	12
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	12
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	11
Learning from ourselves: The power of self-reflection in simulation teaching	11
Click, create, critique: Futureproofing critical thinking in the age of generative AI	11
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	11
Harnessing the value of medical students in academic medical centers	11
Teaching compassion for social accountability: A parallaxic investigation	11
Transformative power of an early ICU internship: A reflection from our undergraduate medical students	11
Navigating complexity in a new proposed OSCE feedback model	11
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	11
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	11
Twelve tips to aid interpretation of post-assessment psychometric reports	11
Ethical sense, medical ethics education, and maieutics	10
Medical Teacher in Ten Minutes	10
Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187	10
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	10
Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school	10
Dismantling medical education’s incompatible ideology	10
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	10
Role of a mentor in enhancing the academic performance of students in remediation	10
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	10
Resilience and mental health: How we can help medical students flourish	10
Building on the conversation about mentorship in medical research	10
Twelve tips for medical educators to optimize their curricula vitae	10
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	10
Engaging clinical examiners with structured feedback to enhance assessment practices	10
Investigating feedback orientation in medical learners	10
Supporting health professional educators in the workplace: A scoping review	10
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	9
Emotional intelligence is more important than the learning environment in improving critical thinking	9
The ethical imperative of civility in medicine	9
Medical Teacher in Ten Minutes	9
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	9
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	9
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	9
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	9
Medical Teacher In Ten Minutes	9
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	9
Harnessing the power of ChatGPT in medical education	9
Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165	9
Absence of skin of colour images in online dermatology atlases and open-access datasets	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
Medical Teacher in Ten Minutes	9
Medical education in Brazil: More schools, but what for?	8
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	8
Rethinking peer evaluation in team-based learning	8

Gender bias in the evaluation of interns in different medical specialties: An archival study	8
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	8
Twelve tips for maximizing the potential of reflective writing in medical education	8
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	8
Medical education and the 12-day Iran war: Emphasizing the impact of resilience and medical training	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
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	8
Twelve tips for co-production of online learning	8
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	8
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	8
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	8
Qualitative research interviews for health professions education: AMEE Guide No. 185	8
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	8
In response to: "Twelve tips for integrating podcasts into medical education”	8
Empathy in family medicine postgraduate education: A mixed studies systematic review	8
Towards precision well-being in medical education	8
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	8
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	8
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	8
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	7
To leave no one behind in complex systems of health and education	7
The number needed to teach: A framework for health professions education	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
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	7
Medical imaging training with eye movement modeling examples: A randomized controlled study	7
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	7
Twelve tips for teaching in virtual reality	7
Correction	7
Interrater reliability in neurology objective structured clinical examination across specialties	7
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	7
Editorial	7
Medical Teacher in Ten Minutes	7
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	7
The benefits of rotating through palliative care: A qualitative study	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
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	7
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	7
Proposing the Community Triad Model to action social accountability in medical schools	7
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	7
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	7
A traditional or an innovative approach to assessment: The Assessment PROFILE	7
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	7
After the academic author, the peer-reviewer’s hours are counted	7
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	7
A multispecialty ethnographic study of clinical competency committees (CCCs)	7
Reliability, validity and acceptability of an online clinical reasoning simulator for medical students: An international pilot	7
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	7
Development of Somaliland national harmonised medical curriculum	7
Addressing Code Red for humans and the planet: We are in this together	7
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	7
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	6
Examining the gaps in medical students’ study habits and effective learning strategies	6
Evaluating racial bias in clinical assessments	6
Is competency-based medical education sustainable? A pilot study on well-being impacts	6
Medical Teacher in Ten Minutes	6
Twelve tips for excelling as an introvert in academic medicine (at all levels)	6
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	6
International collaboration in health professions education	6
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	6
The need to educate on effective reflective practice for international medical graduates	6
Model for an Academic Medicine Interest Group: A student-led initiative	6
Ophthalmology teaching in Australian medical schools: A national survey	6
Exploring the intersection of learning and discomfort in health professions education	6
Style is the answer to the death of the academic author	6
Can artificial intelligence read between the lines: Utilizing ChatGPT to evaluate medical students’ implicit attitudes towards doctor–patient relationship	6
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	6
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	6
Thank you to our Medical Teacher Editorial Board and Reviewers!	6
A peer-to-peer handoff tool to ease clerkship transitions	6
Separation anxiety: Walking away from clinical practice	6
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale	6
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	6
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	6
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	6
What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example	6
Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186	6
Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis	6
Is use of ChatGPT cheating? Students of health professions perceptions	6
Sweet reflections: Inspiring conversations and hope in healthcare	6
Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content	6
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education: A system-based approach.	6
PharmaCORE: Optimizing medical pharmacology education with an innovative instructional dashboard	6
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	6
Knowledge circulation and the politics of citation: Referencing is not a neutral act	6
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	6
Building excellence into medical and health professional education programs	6
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	6
Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189	6
Design and evaluation of a team-based interprofessional practice placement: A design-based research approach	6
Junior doctors’ workplace well-being and the determinants based on ability–motivation–opportunity (AMO) theory: Educational and managerial implications from a three-year longitudinal observation after	6
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training	6
‘Key findings’, ‘key features’ and ‘key clinical decisions’ in clinical reasoning assessment	6
Twelve tips for fostering productive struggle in the clinical learning environment	6