Medical Teacher

(The TQCC of Medical Teacher is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
Thematic analysis of qualitative data: AMEE Guide No. 1311273
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149209
Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63190
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64146
AMEE Consensus Statement: Planetary health and education for sustainable healthcare132
Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic112
The recommended description of an entrustable professional activity: AMEE Guide No. 140104
Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective97
Adapting to the impact of COVID-19: Sharing stories, sharing practice92
Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-1977
Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?64
Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 15863
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 13857
Growth mindset in competency-based medical education56
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 6955
Optimizing resilience and wellbeing for healthcare professions trainees and healthcare professionals during public health crises – Practical tips for an ‘integrative resilience’ approach55
Supporting a teacher identity in health professions education: AMEE Guide No. 13255
Using activity theory to transform medical work and learning53
Twelve tips for teaching implicit bias recognition and management50
The ingredients of a rich entrustment decision49
How we make choices and sacrifices in medical education during the COVID-19 pandemic48
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education47
Faculty development and partnership with students to integrate sustainable healthcare into health professions education46
Curricular needs for training telemedicine physicians: A scoping review46
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles45
Twelve tips for conducting a virtual OSCE43
Mindfulness-based mobile app reduces anxiety and increases self-compassion in healthcare students: A randomised controlled trial40
Mixed reality as a time-efficient alternative to cadaveric dissection40
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference38
Aye, AI! ChatGPT passes multiple-choice family medicine exam35
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. 7035
A scoping review of adaptive expertise in education34
Medical students consulting from home: A qualitative evaluation of a tool for maintaining student exposure to patients during lockdown34
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review33
Indigenous perspectives on education for sustainable healthcare33
Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials33
Preparedness of medical education in China: Lessons from the COVID-19 outbreak32
Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example31
Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula31
Capturing outcomes of competency-based medical education: The call and the challenge31
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 15630
Education for sustainable healthcare: Leadership to get from here to there30
Coaching skills for medical education in a VUCA world29
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system29
The Covid-19 pandemic: Provoking thought and encouraging change29
Assessing open-book examination in medical education: The time is now28
The prospects of sitting ‘end of year’ open book exams in the light of COVID-19: A medical student’s perspective28
The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 13528
“I teach it because it is the biggest threat to health”: Integrating sustainable healthcare into health professions education26
Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce26
Twelve tips to enhance student engagement in synchronous online teaching and learning25
Redefining scholarship for health professions education: AMEE Guide No. 14224
Health systems science education: The new post-Flexner professionalism for the 21st century23
COVID 19: Designing and conducting an online mini-multiple interview (MMI) in a dynamic landscape23
Supporting motivation in teams working remotely: The role of basic psychological needs23
Twelve tips for interfacing with the new generation of medical students: iGen23
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice23
Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats22
Twelve tips for creating a medical education podcast21
Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic – A BEME systematic review: BEME Guide No. 7121
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?21
Leadership in interprofessional healthcare teams: Empowering knotworking with followership20
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders20
A carbon footprint study of the Canadian medical residency interview tour20
Twelve tips to stimulate creative problem-solving with design thinking20
Key considerations in planning and designing programmatic assessment in competency-based medical education20
Education for sustainable health care: From learning to professional practice20
Perfectionism as a mediator of psychological distress: Implications for addressing underlying vulnerabilities to the mental health of medical students20
On the validity of summative entrustment decisions19
Twelve tips to present an effective webinar19
Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?19
A systems approach for institutional CBME adoption at Queen’s University18
An educational intervention to increase student engagement in feedback18
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development18
Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper18
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers18
A systematic scoping review of undergraduate medical ethics education programs from 1990 to 202018
The DISCuSS model: Creating connections between community and curriculum – A new lens for curricular development in support of social accountability17
Mechanisms involved in the formation of professional identity by medical students17
Harnessing insights from an activity system – OSCEs past and present expanding future assessments17
Pride and prejudice – What can we learn from peer review?16
Twelve tips to make successful medical infographics16
Clarifying essential terminology in entrustment16
Expansive learning in medical education: Putting Change Laboratory to work16
Making sense of design thinking: A primer for medical teachers16
Re-visioning clinical reasoning, or stepping out from the skull15
Beyond advising and mentoring: Competencies for coaching in medical education15
How to conduct cost and value analyses in health professions education: AMEE Guide No. 13915
Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs15
To see or not to see: Should medical educators require students to turn on cameras in online teaching?15
Factors associated with medical students speaking-up about medical errors: A cross-sectional study15
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. 6515
Twelve tips to center social accountability in undergraduate medical education15
Why use indicators to measure and monitor the inclusion of climate change and environmental sustainability in health professions’ education?15
Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies15
Groupthink among health professional teams in patient care: A scoping review15
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review15
The reproduction of human pathology specimens using three-dimensional (3D) printing technology for teaching purposes15
Twelve tips for the integration of medical students into telemedicine visits14
Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review14
Unclear if future physicians are learning about patient-centred care: Content analysis of curriculum at 16 medical schools14
Twelve tips for facilitating and implementing clinical debriefing programmes14
The pursuit of fairness in assessment: Looking beyond the objective14
Technology enhanced assessment: Ottawa consensus statement and recommendations14
Student engagement in health professions education: AMEE Guide No. 15214
Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation13
Twelve tips for clinical teaching with telemedicine visits13
Breathing life into bedside teaching in the era of COVID-1913
Guiding principles for undergraduate medical education in the time of the COVID-19 pandemic13
A systematic scoping review of communication skills training in medical schools between 2000 and 202013
Outcomes of competency-based medical education: A taxonomy for shared language13
Understanding and developing procedures for video-based assessment in medical education13
Educating for planetary health and environmentally sustainable health care: Responding with urgency13
Equity in medical education: Addressing microaggressions and discrimination on the wards13
The educators’ experience: Learning environments that support the master adaptive learner13
Twelve tips for creating an escape room activity for medical education13
Embracing ambiguity: Curriculum design and activity theory13
The next paradigm shift? ChatGPT, artificial intelligence, and medical education13
Impostorism and anxiety contribute to burnout among resident physicians13
How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts13
Twelve tips for developing feedback literacy in health professions learners12
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 Consortium12
Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 8012
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students12
Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students’ non-psychomotor clinical competency12
Learning needs assessments in continuing professional development: A scoping review12
Twelve tips for developing a global community of scholars in health professions education12
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 stu12
Candidates undertaking (invigilated) assessment online show no differences in performance compared to those undertaking assessment offline11
Twelve tips for using Facebook as a learning platform11
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education11
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective11
Exploiting the power of information in medical education11
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education11
An explorative assessment of ChatGPT as an aid in medical education: Use it with caution11
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation11
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study11
The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review11
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course10
Twelve tips for fostering the next generation of medical teachers10
Incidence of resident mistreatment in the learning environment across three institutions10
Twelve tips for learners to succeed in a CBME program10
Patients as teachers and arts-based reflection in surgical clerkship: A preliminary exploration10
Gaining interprofessional knowledge and interprofessional competence on a training ward10
Students perceive skills learned in pre-clerkship PBL valuable in core clinical rotations10
Twelve tips on guiding preparation for both high-stakes exams and long-term learning10
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions10
A framework to understand the needs of the medical students of the future10
Using Kane’s framework to build a validity argument supporting (or not) virtual OSCEs10
Medical education in Morocco: Current situation and future challenges10
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. 7210
Thinking differently – Students’ cognitive processes when answering two different formats of written question10
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 14810
The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 1379
Impact of the resident duty hours on in-training examination score: A nationwide study in Japan9
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study9
Emotional intelligence, burnout, and professional fulfillment in clinical year medical students9
The pen is mightier than the sword. Reinstating patient care as the object of prescribing education9
A change laboratory for maternity care in Brazil: Pilot implementation of Mother Baby Friendly Birthing Initiative9
Twelve tips for mindful teaching and learning in medical education9
Adapting medical education during crisis: Student–Faculty partnerships as an enabler of success9
The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes9
Implementation of competence by design in Canadian neurosurgery residency programs*9
Academic excellence in Latin America: Social accountability of medical schools9
Twelve tips to teach culturally sensitive palliative care9
Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors9
Medical education in Italy: Challenges and opportunities9
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy9
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review9
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 669
Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios9
Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 789
Transcending boundaries for collaborative patient care9
EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale9
Leveraging social media for medical education: Learning from patients in online spaces9
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 experience9
Perspectives of a 2nd-year medical student on ‘Students as Partners’ in higher education – What are the benefits, and how can we manage the power dynamics?9
Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria9
Twelve tips for conducting team-based learning session online in synchronous setting9
Reframing faculty development practice and research through the lens of adaptive expertise9
Twelve tips for surgeons to maximise medical student learning in the operating theatre8
ChatGPT-4: An assessment of an upgraded artificial intelligence chatbot in the United States Medical Licensing Examination8
Embedding planetary health concepts in a pre-medical physiology subject8
Harnessing the power of ChatGPT in medical education8
Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?8
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic8
Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial8
An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles8
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation8
Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching8
Addressing Code Red for humans and the planet: We are in this together8
Key drivers of social accountability in nine Canadian medical schools*8
Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study8
Professional identity formation of medical teachers in a non-Western setting8
Twelve tips for engaging learners in online discussions8
AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 1468
Experiences of disabled students in undergraduate medical education8
Twelve tips for being an effective clinical skills peer teacher8
Shining a spotlight on scoring in the OSCE: Checklists and item weighting8
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees8
‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’8
Avoid ‘running before we can walk’ in medical education research: The importance of design and development research8
Visual art-based training in undergraduate medical education: A systematic review8
The KAIROS Blanket Exercise: Engaging Indigenous ways of knowing to foster critical consciousness in medical education8
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography8
Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 1418
Planetary health and sustainability teaching in UK medical education: A review of medical school curricula8
Medical education in the United Arab Emirates: Challenges and opportunities8
Educational benefits of the online journal club: A systematic review8
Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs7
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study7
Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study7
Implementation and evaluation of virtual multiple mini interviews as a selection tool for entry into paediatric postgraduate training: A Queensland experience7
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients7
Moving IPE from being ‘worthy’ to ‘required’ in health professional curriculum: Is good governance the missing part?7
Longitudinal outcomes one year following implicit bias training in medical students7
‘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-term7
Health professions education as a discipline: Evidence based on Krishnan’s framework7
Predicting failure before it happens: A 5-year, 1042 participant prospective study7
Twelve tips for introducing E-Portfolios in health professions education7
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty7
Twelve tips for postgraduate interprofessional case-based learning7
Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations7
Exploring clinical educators' perceptions of role modeling after participating in a role modeling educational program7
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 1617
Developing a community of practice for quality assurance within healthcare assessment7
Twelve tips to organise a mock OSCE7
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 1547
The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education7
A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 627
“Concrete ways we can make a difference”: A multi-centre, multi-professional evaluation of sustainability in quality improvement education7
What can regulatory bodies do to help implement competency-based medical education?7
Mental health among elite sportspeople: Lessons for medical education7
Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice6
Using audio-diaries for research and education: AMEE Guide No. 1446
Using the think aloud protocol in health professions education: an interview method for exploring thought processes: AMEE Guide No. 1516
Developing entrustable professional activities for university teachers in the health professions6
Development and piloting of an instructional video quality checklist (IVQC)6
Melanin matters: Ethnic diversity in dermatology textbooks6
The use of BEME reviews in the medical education literature6
Traveling by winding roads or highways: Stability of medical students’ specialty preferences over time6
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis6
Twelve tips for engaging students and community partners in medical education6
Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)6
Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationships6
Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 1306
How sure can we be that a student really failed? On the measurement precision of individual pass-fail decisions from the perspective of Item Response Theory6
Twelve tips for medical students on how to maximise remote learning6
Fifteen simulated patient working formats to use in communication skills training: Report of a survey6
Student-faculty co-creation of experiential learning in health systems science6