Medical Teacher

Article	Citations
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	271
Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63	192
AMEE Consensus Statement: Planetary health and education for sustainable healthcare	154
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64	148
The recommended description of an entrustable professional activity: AMEE Guide No. 140	120
Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective	109
Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158	69
Growth mindset in competency-based medical education	67
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138	63
Using activity theory to transform medical work and learning	58
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	58
Supporting a teacher identity in health professions education: AMEE Guide No. 132	56
The ingredients of a rich entrustment decision	54
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education	53
Twelve tips for teaching implicit bias recognition and management	53
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	50
Faculty development and partnership with students to integrate sustainable healthcare into health professions education	49
Curricular needs for training telemedicine physicians: A scoping review	46
Twelve tips for conducting a virtual OSCE	43
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference	41
Mindfulness-based mobile app reduces anxiety and increases self-compassion in healthcare students: A randomised controlled trial	40
Aye, AI! ChatGPT passes multiple-choice family medicine exam	38
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review	37
Indigenous perspectives on education for sustainable healthcare	35
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	35

Medical students consulting from home: A qualitative evaluation of a tool for maintaining student exposure to patients during lockdown	35
A scoping review of adaptive expertise in education	35
Capturing outcomes of competency-based medical education: The call and the challenge	35
Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials	34
Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula	33
Education for sustainable healthcare: Leadership to get from here to there	32
The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156	32
Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example	31
The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 135	30
Coaching skills for medical education in a VUCA world	30
Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats	30
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system	30
“I teach it because it is the biggest threat to health”: Integrating sustainable healthcare into health professions education	29
The Covid-19 pandemic: Provoking thought and encouraging change	29
Assessing open-book examination in medical education: The time is now	28
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice	28
Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce	27
Twelve tips for interfacing with the new generation of medical students: iGen	26
Twelve tips to enhance student engagement in synchronous online teaching and learning	26
Health systems science education: The new post-Flexner professionalism for the 21st century	24
Redefining scholarship for health professions education: AMEE Guide No. 142	24
Education for sustainable health care: From learning to professional practice	23
Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic – A BEME systematic review: BEME Guide No. 71	23
Twelve tips to make successful medical infographics	22
Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?	22
Perfectionism as a mediator of psychological distress: Implications for addressing underlying vulnerabilities to the mental health of medical students	22
Twelve tips to stimulate creative problem-solving with design thinking	22
Medical Teacher’s first ChatGPT’s referencing hallucinations: Lessons for editors, reviewers, and teachers	21
A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders	21
Key considerations in planning and designing programmatic assessment in competency-based medical education	21
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?	21
Leadership in interprofessional healthcare teams: Empowering knotworking with followership	20
On the validity of summative entrustment decisions	20
A carbon footprint study of the Canadian medical residency interview tour	20
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development	19
Learning needs assessments in continuing professional development: A scoping review	19
Beyond advising and mentoring: Competencies for coaching in medical education	18
How to conduct cost and value analyses in health professions education: AMEE Guide No. 139	18
Making sense of design thinking: A primer for medical teachers	18
A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020	18
An educational intervention to increase student engagement in feedback	18
Harnessing insights from an activity system – OSCEs past and present expanding future assessments	18
Mechanisms involved in the formation of professional identity by medical students	18
The DISCuSS model: Creating connections between community and curriculum – A new lens for curricular development in support of social accountability	17
Technology enhanced assessment: Ottawa consensus statement and recommendations	17
Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review	17
Impostorism and anxiety contribute to burnout among resident physicians	17
The reproduction of human pathology specimens using three-dimensional (3D) printing technology for teaching purposes	17
Unclear if future physicians are learning about patient-centred care: Content analysis of curriculum at 16 medical schools	16
Factors associated with medical students speaking-up about medical errors: A cross-sectional study	16

Pride and prejudice – What can we learn from peer review?	16
Clarifying essential terminology in entrustment	16
The pursuit of fairness in assessment: Looking beyond the objective	16
Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies	16
ChatGPT-4: An assessment of an upgraded artificial intelligence chatbot in the United States Medical Licensing Examination	16
Groupthink among health professional teams in patient care: A scoping review	16
Equity in medical education: Addressing microaggressions and discrimination on the wards	16
Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review	16
Expansive learning in medical education: Putting Change Laboratory to work	16
The next paradigm shift? ChatGPT, artificial intelligence, and medical education	16
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	16
Student engagement in health professions education: AMEE Guide No. 152	16
A systematic scoping review of communication skills training in medical schools between 2000 and 2020	16
Why use indicators to measure and monitor the inclusion of climate change and environmental sustainability in health professions’ education?	16
Breathing life into bedside teaching in the era of COVID-19	15
Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs	15
Twelve tips to center social accountability in undergraduate medical education	15
To see or not to see: Should medical educators require students to turn on cameras in online teaching?	15
The educators’ experience: Learning environments that support the master adaptive learner	15
Outcomes of competency-based medical education: A taxonomy for shared language	15
An explorative assessment of ChatGPT as an aid in medical education: Use it with caution	15
Twelve tips for creating an escape room activity for medical education	15
How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts	15
Re-visioning clinical reasoning, or stepping out from the skull	15
Guiding principles for undergraduate medical education in the time of the COVID-19 pandemic	14
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education	14
Educating for planetary health and environmentally sustainable health care: Responding with urgency	14
Twelve tips for facilitating and implementing clinical debriefing programmes	14
Twelve tips for clinical teaching with telemedicine visits	14
Twelve tips for the integration of medical students into telemedicine visits	14
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course	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
Twelve tips for developing a global community of scholars in health professions education	13
The relationship between medical students’ empathy, mental health, and burnout: A cross-sectional study	13
Exploiting the power of information in medical education	13
Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students’ non-psychomotor clinical competency	13
Understanding and developing procedures for video-based assessment in medical education	13
Twelve tips for developing feedback literacy in health professions learners	13
Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation	13
Embracing ambiguity: Curriculum design and activity theory	13
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation	12
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students	12
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective	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
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education	12
Virtual interviewing for graduate medical education recruitment and selection: A BEME systematic review: BEME Guide No. 80	12
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	12
ChatGPT for assessment writing	12
Medical education in Morocco: Current situation and future challenges	11
Implementation of competence by design in Canadian neurosurgery residency programs*	11
Planetary health and sustainability teaching in UK medical education: A review of medical school curricula	11
Using Kane’s framework to build a validity argument supporting (or not) virtual OSCEs	11
Key drivers of social accountability in nine Canadian medical schools*	11
Twelve tips on guiding preparation for both high-stakes exams and long-term learning	11
Twelve tips for using Facebook as a learning platform	11
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	11
Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78	11
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy	11
The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review	11
Gaining interprofessional knowledge and interprofessional competence on a training ward	10
Impact of the resident duty hours on in-training examination score: A nationwide study in Japan	10
EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale	10
The KAIROS Blanket Exercise: Engaging Indigenous ways of knowing to foster critical consciousness in medical education	10
A change laboratory for maternity care in Brazil: Pilot implementation of Mother Baby Friendly Birthing Initiative	10
Twelve tips for mindful teaching and learning in medical education	10
Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148	10
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66	10
Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios	10
Reframing faculty development practice and research through the lens of adaptive expertise	10
Twelve tips for fostering the next generation of medical teachers	10
Thinking differently – Students’ cognitive processes when answering two different formats of written question	10
Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141	10
Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review	10
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161	10
Twelve tips for conducting team-based learning session online in synchronous setting	10
Incidence of resident mistreatment in the learning environment across three institutions	10
The clinical educator’s guide to fostering learner motivation: AMEE Guide No. 137	10
Twelve tips for learners to succeed in a CBME program	10
Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic	10

Patients as teachers and arts-based reflection in surgical clerkship: A preliminary exploration	10
Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria	10
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography	9
The pen is mightier than the sword. Reinstating patient care as the object of prescribing education	9
Twelve tips to develop entrustable professional activities	9
Adapting medical education during crisis: Student–Faculty partnerships as an enabler of success	9
Harnessing the power of ChatGPT in medical education	9
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study	9
Interim Foundation Year One (FiY1) and preparedness for foundation year 1: A national survey of UK foundation doctors	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
Educational benefits of the online journal club: A systematic review	9
Twelve tips to organise a mock OSCE	9
Twelve tips to teach culturally sensitive palliative care	9
Progress testing anytime and anywhere – Does a mobile-learning approach enhance the utility of a large-scale formative assessment tool?	9
Visual art-based training in undergraduate medical education: A systematic review	9
Medical education in Italy: Challenges and opportunities	9
“Concrete ways we can make a difference”: A multi-centre, multi-professional evaluation of sustainability in quality improvement education	9
The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes	9
‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’	9
Emotional intelligence, burnout, and professional fulfillment in clinical year medical students	9
Transcending boundaries for collaborative patient care	9
Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial	8
The use of BEME reviews in the medical education literature	8
Medical education in the United Arab Emirates: Challenges and opportunities	8
Shining a spotlight on scoring in the OSCE: Checklists and item weighting	8
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees	8
Addressing Code Red for humans and the planet: We are in this together	8
The personal is political in the struggle for equity in global medical education research and scholarship	8
Twelve tips for introducing E-Portfolios in health professions education	8
Professional identity formation of medical teachers in a non-Western setting	8
Twelve tips for postgraduate interprofessional case-based learning	8
Exploring clinical educators' perceptions of role modeling after participating in a role modeling educational program	8
Longitudinal outcomes one year following implicit bias training in medical students	8
What can regulatory bodies do to help implement competency-based medical education?	8
How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation	8
Developing entrustable professional activities for university teachers in the health professions	8
Twelve tips for surgeons to maximise medical student learning in the operating theatre	8
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
Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study	8
Twelve tips for engaging learners in online discussions	8
AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 146	8
Twelve tips for being an effective clinical skills peer teacher	8
How do foundation year and internship experience shape doctors’ career intentions and decisions? A meta-ethnography	8
Experiences of disabled students in undergraduate medical education	8
Twelve tips for engaging students and community partners in medical education	8
Twelve tips for applying Moore’s Theory of Transactional Distance to optimize online teaching	8
Twelve tips for optimising medical student retention of anatomy	8
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154	8
Embedding planetary health concepts in a pre-medical physiology subject	8
Sustainable healthcare education: A systematic review of the evidence and barriers to inclusion	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	7
The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education	7
Student-faculty co-creation of experiential learning in health systems science	7
Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs	7
Applying sport psychology in health professions education: A systematic review of performance mental skills training	7
Transdisciplinary entrustable professional activities	7
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study	7
Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?	7
Investigating feedback orientation in medical learners	7
Twelve tips to leverage AI for efficient and effective medical question generation: A guide for educators using Chat GPT	7
Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations	7
Using the think aloud protocol in health professions education: an interview method for exploring thought processes: AMEE Guide No. 151	7
Mental health among elite sportspeople: Lessons for medical education	7
Developing a community of practice for quality assurance within healthcare assessment	7
Development and piloting of an instructional video quality checklist (IVQC)	7
Implementation and evaluation of virtual multiple mini interviews as a selection tool for entry into paediatric postgraduate training: A Queensland experience	7
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty	7
Twelve tips for the pre-brief to promote psychological safety in simulation-based education	7
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 Theory	7
Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationships	7
Health professions education as a discipline: Evidence based on Krishnan’s framework	7
‘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	7
Predicting failure before it happens: A 5-year, 1042 participant prospective study	7
Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients	7
Planetary health education in medical curricula in the Republic of Ireland	6
Twelve tips for teaching in the ICU	6
Traveling by winding roads or highways: Stability of medical students’ specialty preferences over time	6
Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130	6
Competency domains of educators in medical, nursing, and health sciences education: An integrative review	6
Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)	6
Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis	6
Optimizing preclinical learning with retrieval practice: A call to action	6
Training in polytrauma management in medical curricula: A scoping review	6
Using audio-diaries for research and education: AMEE Guide No. 144	6
Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis	6
Twelve tips for medical students on how to maximise remote learning	6
Twelve tips on creating and using custom GPTs to enhance health professions education	6
Twelve tips to manage a breaking bad news process: Using S-P-w-ICE-S – A revised version of the SPIKES protocol	6
Twelve tips for medical students experiencing an interruption in their academic progress	6
Melanin matters: Ethnic diversity in dermatology textbooks	6
Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemic	6
Every doctor an educator?	6
Twelve tips for small group teaching 2.0 – Rebooted for remote and HyFlex learning	6
Fifteen simulated patient working formats to use in communication skills training: Report of a survey	6