Medical Teacher

Article	Citations
Learning from health justice partnerships	366
Front row seat: The role MMI assessors play in widening access to medical school	218
SOAP E in action: Pioneering a path to equity through a novel teaching approach	110
A three-step approach to enhancing the educational value of workplace-based assessments	106
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	87
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	85
Embodying performance excellence in medicine: Can The Six Viewpoints help?	73
Dermatology is the natural lab for studying implicit associations in medicine	73
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	69
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	65
Submitting artificial intelligence in health professions education papers to Medical Teacher	64
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	62
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	61
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	58
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	55
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	55
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	53
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	52
The role of artificial intelligence in knowledge management for medical students and doctors	46
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	45
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	44
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	42
The prescribing safety assessment: Protecting patients from poor prescribing	42
Redefining Academic Achievement: The Case for Mentorship in Italy	42
Response to: Twelve tips for fostering the next generation of medical teachers	42

Examining the role of third-party resources in promoting anti-racist medical education	41
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	39
Perspective on faulty faculty development	38
Advancing primary care: Doctoral program for physician associates and nurse practitioners	37
The relationship of psychological health and primary emotional traits in medical students	36
Response to: “Dismantling medical education’s incompatible ideology”	34
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	34
Health professional education at global scale: The inaugural Lincoln Chen lecture	33
A critical perspective on transformative learning in faculty development	33
Beyond automation: AI-assisted PBL through an AI-TPACK lens	32
Medical exams in the era of accessible Artificial Intelligence	32
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	31
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	31
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	29
Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92	29
Medical students as agents of change: A qualitative study of medical students’ self-governance	28
Performativity and showmanship in clinical learning: A boon or a bane?	28
Reimagining faculty development: A paradigm shift from content to transformative learning processes	27
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	27
Standardized patients’ experiences of portraying characters in difficult communication scenarios: Narrative inquiry	27
A multivariate analysis examining the relationship between sociodemographic differences and UK graduates’ performance on postgraduate medical exams	26
Mentors’ and mentees’ perspectives on mentoring competence and areas for improvement in postgraduate medical education – A cross-sectional study	25
Medical students’ general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs	25
Admission into healthcare education in France: Half-baked reform that further complicates the system	24
Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey	24
Assessing medical knowledge: A 3-year comparative study of very short answer vs. multiple choice questions	23
Task type and instructional context shape the influence of generative AI on hallucinations of learning	23
AI in education: A futuristic vision	22
Correction	22
Twelve tips to virtually operationalize co-creation of educational design	21
Managing exam stress: Caveats to break stations in OSCEs	21
An overview of global CME/CPD systems	20
Surgical skills training for practicing surgeons founded on established educational theories and frameworks	20
Keeping it real: The future direction of medical schools	19
Medical Teacher in Ten Minutes	19
Twelve tips for integrating medical students into specialty clinics	19
Marking parties for marking written assessments: A spontaneous community of practice	19
Twelve tips for developing and implementing an effective critical care simulation programme	19
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	19
Response to: ‘System dynamics modeling to understand mental model of public humiliation in medical education’	19
Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education	18
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice	18
Is introduction of mental health education in dental school more important now than ever?	18
Effectiveness of simulation models and digital alternatives in training ophthalmoscopy: A systematic review	18
WFME recognition programme	18
Combining “rapid response mentoring” with remote synchronous and asynchronous training and mentoring in a conflict zone	18
From provider to patient: Lessons from an occupational exposure	18
Does following a breast cancer patient for a day enhance medical student empathy?	18
Discursive (mis)alignments in internationalization: The case of International Medical Programmes	18
Response to: 'Commentary on the AMEE guide to selection into medical school'	17

The void: COVID-19 restrictions and junior doctor education opportunities	17
Before the first class: Engaging students early in curriculum design to support program reform	17
‘The path less travelled’ – reflections of a first-year junior doctor’s experience with failure in medical school	17
Response to: ‘Models of clinical integration into basic science education for first year medical students’	16
ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination	16
Perceptions of preparedness for doctor roles and the medical profession in Korean graduating medical students: A 13-year trend analysis	16
Interprofessional learning in practice-based settings: AMEE Guide No. 169	16
The importance of combined use of spacing and testing effects for complex skills training: A quasi-experimental study	16
How do medical educators discern, decode, and act upon trainees appearing to engage in impression management?	16
The continuing use of the SPICES model in ‘SAVOURING’ curriculum development	16
Accreditation science—the need for evidence to guide the global expansion of medical education accreditation	15
Teaching medical students to learn effectively in the age of AI	15
Twelve tips for using the Understanding by Design ® curriculum planning framework	15
Co-designing formal health professions curriculum in partnership with students: A scoping review	15
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	15
Using locally-hosted Small Language Models (SLMs) to protect student, patient and research subject data in Health Professions Education	15
Time to treat the climate and nature crisis as one indivisible global health emergency	15
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence	15
Measurement instruments for perspective-taking: BEME Review No. 91	14
Response to: "Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158"	14
Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs	14
What constitutes a medical miseducation? Ten mishaps, readily remedied	14
Creating virtual patients using large language models: scalable, global, and low cost	14
Empathy, sympathy, compassion… but don’t forget ‘tenderness’	14
Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity	14
The potential of 3D models and augmented reality in teaching cross-sectional radiology	14
A critical review of perspective-taking measurement instruments	14
Response to: “Acknowledging the role of informal learning and practice settings in CPD systems”	13
Twelve tips on how to put together a successful applications for ASPIRE award for assessment of students	13
Anti-racist recommendations in medical education journals in 2023: A content analysis	13
The culture of doubt: Do medical students really experience clinical uncertainty when they should?	13
Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis	13
Medical students’ perceptions of an artificial intelligence (AI) assisted diagnosing program	13
Clinicians’ perceptions of learning through organized CPD and spontaneous teaching: An interpretive descriptive study	13
The winding pathway to medical school: The role of non-direct routes in achieving a diverse student population	13
Navigating complexity in a new proposed OSCE feedback model	13
GPT-4/4V's performance on the Japanese National Medical Licensing Examination	13
Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education	13
Leveraging evaluation of quality on medical education research with ChatGPT	13
We must not overlook readiness, autonomy, and cultural sensitivity in patient-centred bedside teaching	13
Emotional intelligence is more important than the learning environment in improving critical thinking	12
Role of a mentor in enhancing the academic performance of students in remediation	12
Harnessing the power of ChatGPT in medical education	12
Chat-GPT and Collaborative Learning: The Propagation of Misinformation?	12
Why we shouldn’t grant partial credit when reappraising Type A MCQ questions	12
Twelve tips for medical educators to optimize their curricula vitae	12
Medical student response to ‘The effect of watching lecture videos at 2x speed on memory retention performance of medical students: An experimental study’	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
Resilience and mental health: How we can help medical students flourish	12
Medical Teacher in Ten Minutes	12
Sexual misconduct in healthcare: Promoting safety for all through an emergent system	12
Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school	12
Dismantling medical education’s incompatible ideology	12
Harnessing the value of medical students in academic medical centers	12
Navigating the paradox of the student-doctor status: Perceptions of general practice residents	11
Teaching pointing and calling (Shisa Kanko) to reduce error and improve performance	11
The ethical imperative of civility in medicine	11
Evaluation of an Innovative Postgraduate Medical Education Model Incorporating Social Determinants of Health	11
Investigating feedback orientation in medical learners	11
Twelve tips to aid interpretation of post-assessment psychometric reports	11
Correction	11
Building on the conversation about mentorship in medical research	11
Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study	11
The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review	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	10
Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187	10
Validity and equity of the AAMC PREview situational judgment test in U.S. medical school admissions	10
The research we never questioned: What artificial intelligence is revealing in health professions education	10
Ethical sense, medical ethics education, and maieutics	10
From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education	10
From automotive industry to agile educational organization: The innovative use of a digital Kanban board to facilitate the development of OSCE stations	10
Medical Teacher in Ten Minutes	10
Supporting health professional educators in the workplace: A scoping review	10
Click, create, critique: Futureproofing critical thinking in the age of generative AI	10
Teaching compassion for social accountability: A parallaxic investigation	10
Response to: “Evaluating the publication practices of medical students: A mixed-methods study”	10
Medical Teacher in Ten Minutes	10
Building a supportive clinical learning environment: Orienting newly licensed nurses to their impact on the professional development of physician trainees	9

Twelve tips for co-production of online learning	9
Medical education and the 12-day Iran war: Emphasizing the impact of resilience and medical training	9
In response to: "Twelve tips for integrating podcasts into medical education”	9
Edgar Dale’s Pyramid of Learning in medical education: Is it still a scientific myth after Ken Masters’ research?	9
Third year medical students acting as simulated patients in final year OSCEs: Two birds, one stone?	9
Medical education in Brazil: More schools, but what for?	9
Creating and running an escape room for healthcare curricula: AMEE Guide No. 168	9
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	9
Evaluating real-time voice AI–based virtual patients for authentic communication training	9
Medical imaging training with eye movement modeling examples: A randomized controlled study	9
Becoming by doing: How women in academic health sciences build a leadership identity through project experiences	9
Commentary on robust, defensible, and fair: The AMEE guide to selection into medical school: AMEE Guide No. 153	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
Twelve tips for maximizing the potential of reflective writing in medical education	9
Towards precision well-being in medical education	9
The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments	9
Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort	9
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students	9
Hippocrates, the first aphorism, and decorum: A personal view of caution and guidance regarding Generation Z students	9
‘My role or not my role?’ Addressing the social determinants of health in medical oncology residency	9
Depression, stress, anxiety and burnout among undergraduate and postgraduate medical trainees in Saudi Arabia over two decades: A systematic review	8
Evaluating education innovations rapidly with build-measure-learn: Applying lean startup to health professions education	8
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments	8
Correction	8
Interrater reliability in neurology objective structured clinical examination across specialties	8
International collaboration in health professions education	8
Exploring barriers and facilitators to mobile technology integration in clinical education: A focus group study with students and stakeholders	8
Listening – moving from a closed fist to an open palm	8
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	8
Twelve tips for using microlearning for faculty development	8
Enhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice	8
Rethinking peer evaluation in team-based learning	8
Editorial	8
Twelve tips for teaching in virtual reality	8
Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies	8
Response to: “Aspiration to admission: Widening access to medical education: AMEE Guide No. 181”	8
Proposing the Community Triad Model to action social accountability in medical schools	8
Relationship between medical programme progress test performance and surgical clinical attachment timing and performance	8
Medical Teacher in Ten Minutes	8
Effect of limiting checklist on the validity of objective structured clinical examination: A comparative validity study	8
Empathy in family medicine postgraduate education: A mixed studies systematic review	8
When using entrustable professional activities thwarts basic psychological needs: A case study of residents' experience	8
Early clinical exposure in undergraduate medical education: A questionnaire survey of 30 European countries	8
Are serious games seriously good at preparing students for clinical practice?: A randomized controlled trial	8
Development of Somaliland national harmonised medical curriculum	8
Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study	8
Separation anxiety: Walking away from clinical practice	8
Longitudinal studies in administrative science and public health issues: A research approach and public health practices	8
After the academic author, the peer-reviewer’s hours are counted	8
Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher	8
Enhancing reflective practice with ChatGPT: A new approach to assignment design	8
The benefits of rotating through palliative care: A qualitative study	8
Evaluating the value of AI-generated questions for USMLE step 1 preparation: A study using ChatGPT-3.5	8
Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives	8
Model for an Academic Medicine Interest Group: A student-led initiative	7
Current perception of social accountability of medical schools in Japan: A qualitative content analysis	7
Exploring the intersection of learning and discomfort in health professions education	7
Competency domains of educators in medical, nursing, and health sciences education: An integrative review	7
Twelve tips for fostering productive struggle in the clinical learning environment	7
Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education	7
Medical Teacher in Ten Minutes	7
Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189	7
A traditional or an innovative approach to assessment: The Assessment PROFILE	7
To leave no one behind in complex systems of health and education	7
Sweet reflections: Inspiring conversations and hope in healthcare	7
The need to educate on effective reflective practice for international medical graduates	7
ASPIRE for Excellence in Student Assessment: Developing a quality programme of assessment	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
The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81	7
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale	7
Thank you to our Medical Teacher Editorial Board and Reviewers!	7
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study	7
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries	7
Building excellence into medical and health professional education programs	7
Correction	7
‘Key findings’, ‘key features’ and ‘key clinical decisions’ in clinical reasoning assessment	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
Is use of ChatGPT cheating? Students of health professions perceptions	7
Use and implementation of focus groups	7
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics	7
Surgical training in the 21st century: Are we limited by training time or are we just distracted?	7
Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design	7
Comparing trends in medical education between the United Kingdom and Australia: A personal perspective	7
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	7
The number needed to teach: A framework for health professions education	7
Creating custom GPTs for faculty development: An example using the Johari Window and Crucial Conversation frameworks for providing feedback to struggling students	7
Design thinking in medical education to tackle real world healthcare problems: The MasterMinds Challenge	7
Response to: ‘Potential challenges to using competency frameworks as a tool for a variety of important decisions related to medical faculty members’	6
A theoretical perspective on professional identity	6
Increasing access to simulation opportunities for emergent cricothyrotomy using a 3D model and positive pressure	6
Medical Teacher in Ten Minutes	6
Lesbian, gay, bisexual, transgender, and queer health-related educational experiences in undergraduate medical curricula among Thai medical schools (LEAD-IN)	6
Labour upon labour: A best evidence medical education (BEME) meta-ethnography of underrepresented students’ experiences of medical school	6
“I realized I was not alone”: A mixed-methods investigation of the implementation of Ubuntu groups to reduce burnout and social isolation in an allopathic medical School in the Southeastern United Sta	6