Medical Teacher

Article	Citations
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	356
AMEE Consensus Statement: Planetary health and education for sustainable healthcare	176
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64	153
The recommended description of an entrustable professional activity: AMEE Guide No. 140	133
Growth mindset in competency-based medical education	78
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138	70
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	62
Supporting a teacher identity in health professions education: AMEE Guide No. 132	59
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education	57
Twelve tips for teaching implicit bias recognition and management	54
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	53
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	43
Mindfulness-based mobile app reduces anxiety and increases self-compassion in healthcare students: A randomised controlled trial	42
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	41
A scoping review of adaptive expertise in education	40
Aye, AI! ChatGPT passes multiple-choice family medicine exam	40
Capturing outcomes of competency-based medical education: The call and the challenge	38
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review	38
“I teach it because it is the biggest threat to health”: Integrating sustainable healthcare into health professions education	35
Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example	31
Twelve tips to enhance student engagement in synchronous online teaching and learning	30
ChatGPT-4: An assessment of an upgraded artificial intelligence chatbot in the United States Medical Licensing Examination	30
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice	30
Twelve tips for interfacing with the new generation of medical students: iGen	28
Redefining scholarship for health professions education: AMEE Guide No. 142	26

Health systems science education: The new post-Flexner professionalism for the 21st century	25
An explorative assessment of ChatGPT as an aid in medical education: Use it with caution	25
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	25
Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?	24
Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic – A BEME systematic review: BEME Guide No. 71	23
Key considerations in planning and designing programmatic assessment in competency-based medical education	22
Learning needs assessments in continuing professional development: A scoping review	22
Twelve tips to make successful medical infographics	22
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?	21
Beyond advising and mentoring: Competencies for coaching in medical education	21
Student engagement in health professions education: AMEE Guide No. 152	21
A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020	21
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders	21
How to conduct cost and value analyses in health professions education: AMEE Guide No. 139	20
Making sense of design thinking: A primer for medical teachers	20
The next paradigm shift? ChatGPT, artificial intelligence, and medical education	20
A carbon footprint study of the Canadian medical residency interview tour	20
On the validity of summative entrustment decisions	20
ChatGPT for assessment writing	20
Twelve tips for creating an escape room activity for medical education	19
Impostorism and anxiety contribute to burnout among resident physicians	19
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review	19
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development	19
Factors associated with medical students speaking-up about medical errors: A cross-sectional study	18
Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 80	18
Mechanisms involved in the formation of professional identity by medical students	18
Technology enhanced assessment: Ottawa consensus statement and recommendations	18
Unclear if future physicians are learning about patient-centred care: Content analysis of curriculum at 16 medical schools	17
Groupthink among health professional teams in patient care: A scoping review	17
Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review	17
The pursuit of fairness in assessment: Looking beyond the objective	17
Exploiting the power of information in medical education	17
Equity in medical education: Addressing microaggressions and discrimination on the wards	17
Clarifying essential terminology in entrustment	17
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	17
Outcomes of competency-based medical education: A taxonomy for shared language	17
A systematic scoping review of communication skills training in medical schools between 2000 and 2020	17
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161	16
How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts	16
Twelve tips to center social accountability in undergraduate medical education	16
Planetary health and sustainability teaching in UK medical education: A review of medical school curricula	16
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	16
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education	15
Twelve tips for clinical teaching with telemedicine visits	15
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148	15
Re-visioning clinical reasoning, or stepping out from the skull	15
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course	15
To see or not to see: Should medical educators require students to turn on cameras in online teaching?	15
Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students’ non-psychomotor clinical competency	14
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective	14

Twelve tips for the integration of medical students into telemedicine visits	14
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students	14
The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review	14
Guiding principles for undergraduate medical education in the time of the COVID-19 pandemic	14
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	14
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	14
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	14
Twelve tips for developing feedback literacy in health professions learners	14
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	13
A scoping review of artificial intelligence in medical education: BEME Guide No. 84	13
Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation	13
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	13
Using Kane’s framework to build a validity argument supporting (or not) virtual OSCEs	12
The KAIROS Blanket Exercise: Engaging Indigenous ways of knowing to foster critical consciousness in medical education	12
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66	12
Incidence of resident mistreatment in the learning environment across three institutions	12
Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141	12
Candidates undertaking (invigilated) assessment online show no differences in performance compared to those undertaking assessment offline	12
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions	12
Twelve tips for learners to succeed in a CBME program	11
Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78	11
Twelve tips for using Facebook as a learning platform	11
Twelve tips to organise a mock OSCE	11
Reframing faculty development practice and research through the lens of adaptive expertise	11
Visual art-based training in undergraduate medical education: A systematic review	11
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy	11
The effect of watching lecture videos at 2× speed on memory retention performance of medical students: An experimental study	11
Implementation of competence by design in Canadian neurosurgery residency programs*	11
Sustainable healthcare education: A systematic review of the evidence and barriers to inclusion	11
Twelve tips for mindful teaching and learning in medical education	11
Gaining interprofessional knowledge and interprofessional competence on a training ward	11
Medical education in the United Arab Emirates: Challenges and opportunities	10
Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria	10
Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios	10
Twelve tips for fostering the next generation of medical teachers	10
The personal is political in the struggle for equity in global medical education research and scholarship	10
Harnessing the power of ChatGPT in medical education	10
Medical education in Italy: Challenges and opportunities	10
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	10
Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching	10
Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study	10
EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale	10
Impact of the resident duty hours on in-training examination score: A nationwide study in Japan	10
Thinking differently – Students’ cognitive processes when answering two different formats of written question	10
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	10
Twelve tips for conducting team-based learning session online in synchronous setting	10
Twelve tips on creating and using custom GPTs to enhance health professions education	10
Embedding planetary health concepts in a pre-medical physiology subject	10
Emotional intelligence, burnout, and professional fulfillment in clinical year medical students	10
The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137	10
Twelve tips for the pre-brief to promote psychological safety in simulation-based education	10
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study	9
AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 146	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
Case-based MCQ generator: A custom ChatGPT based on published prompts in the literature for automatic item generation	9
Exploring clinical educators' perceptions of role modeling after participating in a role modeling educational program	9
The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes	9
Developing entrustable professional activities for university teachers in the health professions	9
Professional identity formation of medical teachers in a non-Western setting	9
Twelve tips for engaging learners in online discussions	9
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	9
Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors	9
Longitudinal outcomes one year following implicit bias training in medical students	9
Experiences of disabled students in undergraduate medical education	9
Educational benefits of the online journal club: A systematic review	9
Medical students, mental health and the role of resilience – A cross-sectional study	9
Twelve tips to manage a breaking bad news process: Using S-P-w-ICE-S – A revised version of the SPIKES protocol	9
“Concrete ways we can make a difference”: A multi-centre, multi-professional evaluation of sustainability in quality improvement education	9
Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial	9
Twelve tips to develop entrustable professional activities	9
How do foundation year and internship experience shape doctors’ career intentions and decisions? A meta-ethnography	9
Twelve tips for engaging students and community partners in medical education	9
Twelve tips for introducing E-Portfolios in health professions education	9
Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study	8
Avoid ‘running before we can walk’ in medical education research: The importance of design and development research	8
“What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents	8
Twelve tips for postgraduate interprofessional case-based learning	8
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation	8
Applying sport psychology in health professions education: A systematic review of performance mental skills training	8
Development and piloting of an instructional video quality checklist (IVQC)	8

Twelve tips for surgeons to maximise medical student learning in the operating theatre	8
Twelve tips for optimising medical student retention of anatomy	8
Investigating feedback orientation in medical learners	8
Twelve tips to leverage AI for efficient and effective medical question generation: A guide for educators using Chat GPT	8
Using the think aloud protocol in health professions education: an interview method for exploring thought processes: AMEE Guide No. 151	8
‘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	8
Mental health among elite sportspeople: Lessons for medical education	8
Addressing Code Red for humans and the planet: We are in this together	8
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees	8
Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?	8
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154	8
Education curriculum for surgical interns that improves stress management and grit levels	8
Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention	8
Twelve tips for being an effective clinical skills peer teacher	8
Competency domains of educators in medical, nursing, and health sciences education: An integrative review	8
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis	8
Transdisciplinary entrustable professional activities	8
Predicting failure before it happens: A 5-year, 1042 participant prospective study	7
Implementation and evaluation of virtual multiple mini interviews as a selection tool for entry into paediatric postgraduate training: A Queensland experience	7
Dismantling medical education’s incompatible ideology	7
What happens under the flag of direct observation, and how that matters: A qualitative study in general practice residency	7
Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations	7
Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs	7
Mentorship in health professions education – an AMEE guide for mentors and mentees: AMEE Guide No. 167	7
Fifteen simulated patient working formats to use in communication skills training: Report of a survey	7
Medical imaging training with eye movement modeling examples: A randomized controlled study	7
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study	7
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients	7
Twelve tips for teaching in the ICU	7
Student-faculty co-creation of experiential learning in health systems science	7
Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130	7
Health professions education as a discipline: Evidence based on Krishnan’s framework	7
Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)	7
Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150	7
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty	7
Twelve tips for medical students experiencing an interruption in their academic progress	7
Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163	7
Using audio-diaries for research and education: AMEE Guide No. 144	7
Structure and impact of longitudinal Graduate Medical Education curricula designed to prepare future clinician-educators: A systematic scoping review: BEME Guide No. 74	7
Further on the journey in a complex adaptive system: Elaborating CBME	6
Neurodiversity in medical education: How can we improve postgraduate learning for neurodiverse doctors?	6
Supporting health professional educators in the workplace: A scoping review	6
Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis	6
Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemic	6
Response to: Aye, AI! ChatGPT passes multiple-choice family medicine exam	6
Examining the WFME Recognition Programme at 10 years	6
How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators	6
Viewing faculty development through an organizational lens: Sharing lessons learned	6
Twelve tips for teaching neuroanatomy, from the medical students’ perspective	6
Artificial intelligence in virtual standardized patients: Combining natural language understanding and rule based dialogue management to improve conversational fidelity	6
The validity argument: Addressing the misconceptions	6
An evidence-based roadmap to integrate planetary health education into the medical curriculum	6
Every doctor an educator?	6
Potential effects of ChatGPT as a learning tool through students’ experiences	6
Twelve tips for small group teaching 2.0 – Rebooted for remote and HyFlex learning	6
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	6
Changes to objective structured clinical examinations (OSCE) at Australian medical schools in response to the COVID-19 pandemic	6
The impact of clinical uncertainty in the graduate medical education (GME) learning environment: A mixed-methods study	6
Planetary health education in medical curricula in the Republic of Ireland	6
Hyperglobalist, sceptical, and transformationalist perspectives on globalization in medical education	6
Incorporating aspects of programmatic assessment into examinations: Aggregating rich information to inform decision-making	6
Twelve tips for medical students on how to maximise remote learning	6
Medical students’ perspective on ‘effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials’	5
Medical student and trainee doctor views on the ‘good’ doctor: Deriving implications for training from a Q-methods study	5
Approaches to mapping an undergraduate medical curriculum to a national competency-based catalogue of learning outcomes	5
The influence of candidates’ physical attributes on assessors’ ratings in clinical practice	5
Technology enhanced neuroanatomy teaching techniques: A focused BEME systematic review of current evidence: BEME Guide No. 75	5
Understanding patient involvement in judging students’ communication skills in OSCEs	5
Primary care placements in the post-COVID era: A qualitative evaluation of a final year undergraduate clerkship	5
The presence, action, and influence of bystanders who witness sexual harassment against medical students	5
An outcomes research perspective on medical education: Has anything changed in the last 18 years?	5
Using item response theory to appraise key feature examinations for clinical reasoning	5
A mixed methods exploration of the emergence of goal orientation in medical students’ individualized learning plans	5
A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors	5
Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147	5
Twelve tips for students who wish to write and publish	5
John Gregory’s medical ethics elucidates the concepts of compassion and empathy	5
Is sexual harassment and psychological abuse among medical students a fatality? A 2-year study in the Paris Descartes School of Medicine	5
First year medical student perceptions of physician advocacy and advocacy as a core competency: A qualitative analysis	5
Faculty leadership development: A case study of a synergistic approach	5
Twelve tips for introducing very short answer questions (VSAQs) into your medical curriculum	5
Know thyself: Development and validation of self-awareness of teaching skills (SATS) measuring instrument for medical teachers	5
‘Educator with a capital E’: Comparing medical education experiences of student-as-teacher elective participants and peers	5
Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143	5
Concept mapping: An aid to teaching and learning: AMEE Guide No. 157	5
A qualitative study applying Bourdieu’s concept of field to uncover social mechanisms underlying major curriculum reform	5
The need to develop digital health competencies for medical learners	5
Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145	5
If we could turn back time: Imagining time-variable, competency-based medical education in the context of COVID-19	5
OSCEs for ranking medical students	5
Integrating webinars to enhance curriculum implementation: AMEE Guide No. 136	5
Barriers to workplace-based learning in the intensive care unit: A qualitative description of internal medicine residents’ and intensivists’ perspectives	5
I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education	5
Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform	5
The development and validation of metamotivational strategies in medical students questionnaire	5