Medical Education

Article	Citations
Interpretive description: A flexible qualitative methodology for medical education research	170
Our education, our concerns: The impact on medical student education of COVID‐19	147
Peer mentoring for medical students during the COVID‐19 pandemic via a social media platform	93
Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic	85
Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis	67
Effective virtual patient simulators for medical communication training: A systematic review	64
Virtual bedside teaching rounds with patients with COVID‐19	59
‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians	58
Educational design research: Portraying, conducting, and enhancing productive scholarship	56
Zooming‐out COVID‐19: Virtual clinical experiences in an emergency medicine clerkship	51
Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?	51
Autonomy and professional identity formation in residency training: A qualitative study	49
Where medical education meets artificial intelligence: ‘Does technology care?’	49
Social media in undergraduate medical education: A systematic review	45
A review to characterise and map the growth mindset theory in health professions education	45
Situational judgement test validity for selection: A systematic review and meta‐analysis	45
Virtual Morning Report during COVID‐19: A novel model for case‐based teaching conferences	44
Simulation in psychiatry for medical doctors: A systematic review and meta‐analysis	44
Online team‐based learning sessions as interactive methodologies during the pandemic	43
Landscapes of practice in medical education	42
Professional identity formation in disorienting times	42
Doctors’ identity transitions: Choosing to occupy a state of ‘betwixt and between’	41
Thinking about social power and hierarchy in medical education	40
Evaluation in health professions education—Is measuring outcomes enough?	38
Gender in authorship and editorship in medical education journals: A bibliometric review	37

#MedStudentCovid: How social media is supporting students during COVID‐19	37
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	36
Medical Education Adaptations: Really Good Stuff for educational transition during a pandemic	36
Effective dimensions of rural undergraduate training and the value of training policies for encouraging rural work	35
Learning at home during COVID‐19: A multi‐institutional virtual learning collaboration	33
Physically distant, educationally connected: Interactive conferencing in the era of COVID‐19	33
The wolf you feed: Challenging intraprofessional workplace‐based education norms	33
‘I'm unworthy of being in this space’: The origins of shame in medical students	32
Resident impression management within feedback conversations: A qualitative study	32
SWAB team instead of SWAT team: Medical students as a frontline force during the COVID‐19 pandemic	32
Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review	32
Transition to online is possible: Solution for simulation‐based teaching during the COVID‐19 pandemic	32
Medical education adaptations during a pandemic: Transitioning to virtual student support	31
The applicability of generalisability and bias to health professions education's research	31
High‐stakes, remote‐access, open‐book examinations	31
Application of continuous quality improvement to medical education	31
Scoping reviews in medical education: A scoping review	30
Virtual OSCE delivery: The way of the future?	30
Workplace‐based assessments in postgraduate medical education: A hermeneutic review	29
An objective structured clinical examination: From examination room to Zoom breakout room	29
Learning technologies: A medium for the transformation of medical education?	29
Acute and chronic sleep deprivation in residents: Cognition and stress biomarkers	28
Ophthalmic clinical skills teaching in the time of COVID‐19: A crisis and opportunity	28
Empathy as related to gender, age, race and ethnicity, academic background and career interest: A nationwide study of osteopathic medical students in the United States	27
Why impaired wellness may be inevitable in medicine, and why that may not be a bad thing	26
Beyond summative decision making: Illuminating the broader roles of competence committees	26
Academic coaching of medical students during the COVID‐19 pandemic	26
Faculty development in the COVID‐19 pandemic: So close ‐ yet so far	26
Awareness of implicit bias mitigates discrimination in radiology resident selection	26
Entrustable professional activities in entry‐level health professional education: A scoping review	25
Longitudinal qualitative research in medical education: Time to conceptualise time	25
Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning	25
Contextual Competence: How residents develop competent performance in new settings	24
A systematic review of digital badges in health care education	24
Virtual workshops to preserve interprofessional collaboration when physical distancing	24
Using multiple self‐regulated learning measures to understand medical students' biomedical science learning	24
Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis	23
Seeing but not believing: Insights into the intractability of failure to fail	23
Enhancing engagement during live virtual learning using interactive quizzes	23
Professional identity formation within longitudinal integrated clerkships: A scoping review	23
Exploring patients’ and physicians’ perspectives about competent health advocacy	22
Pilot virtual clerkship curriculum during the COVID‐19 pandemic: Podcasts, peers and problem‐solving	22
Going against the grain: An exploration of agency in medical learning	22
Between trust and control: Teachers' assessment conceptualisations within programmatic assessment	22
Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty	22
Delineating the field of medical education: Bibliometric research approach(es)	21
Optimising the delivery of remediation programmes for doctors: A realist review	21
Implementing, embedding and sustaining simulation‐based education: What helps, what hinders	21
Becoming a clinician: Trainee identity formation within the general practice supervisory relationship	21
Medical student engagement during COVID‐19: Lessons learned and areas for improvement	21

The student is key: A realist review of educational interventions to develop analytical and non‐analytical clinical reasoning ability	20
How medical school alters empathy: Student love and break up letters to empathy for patients	20
From bedside to webside: A neurological clinical teaching experience	20
Using video‐reflexive ethnography to understand complexity and change practice	20
Invoking culture in medical education research: A critical review and metaphor analysis	20
Change is never easy: How management theories can help operationalise change in medical education	20
Meritocratic and fair? The discourse of UK and Australia's widening participation policies	19
When I say …. diversity	19
Elucidating system‐level interdependence in electronic health record data: What are the ramifications for trainee assessment?	19
Improving uncertainty tolerance in medical students: A scoping review	19
Trust, power and learning in workplace‐based assessment: The trainee perspective	19
Learning in the workplace: Use of informal feedback cues in doctor‐patient communication	19
#EducationInTheTimeOfCOVID: Leveraging social media to teach during the COVID‐19 pandemic pandemonium	19
Towards equitable learning environments for medical education: Bias and the intersection of social identities	19
Maintaining health professional education during war: A scoping review	19
The voices of medical education scholarship: Describing the published landscape	19
International medical graduates' experiences before and after migration: A meta‐ethnography of qualitative studies	19
More than moving online: Implications of the COVID‐19 pandemic on curriculum development	19
Student engagement in a public health initiative in response to COVID‐19	18
Self‐monitoring accuracy does not increase throughout undergraduate medical education	18
Autonomy and developing physicians: Reimagining supervision using self‐determination theory	18
‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas	18
A research approach for co‐designing education with healthcare consumers	18
Strange days	17
When I say … growth mindset	17
Covido‐pedago‐phobia	17
The curious case of case study research	17
Junior doctors' experiences with interprofessional collaboration: Wandering the landscape	17
A scoping review of approaches for measuring ‘interdependent’ collaborative performances	17
Virtual Multiple Mini‐Interview during the COVID‐19 Pandemic	17
Emotion as reflexive practice: A new discourse for feedback practice and research	17
Promoting inclusivity in health professions education publishing	16
Artificial intelligence and the adoption of new technology in medical education	16
Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power	16
Attaining full professor: Women’s and men’s experiences in medical education	16
Gender‐specific effects of raising Year‐1 standards on medical students' academic performance and stress levels	16
Online faculty development using cognitive apprenticeship in response to COVID‐19	16
Quality assurance in health professions education: Role of accreditation and licensure	15
Autonomous motivation explains interprofessional education outcomes	15
Student engagement in undergraduate medical education: A scoping review	15
Aligning student‐led initiatives and Incident Command System resources in a pandemic	15
A multi‐pronged, antiracist approach to optimize equity in medical school admissions	15
Professional identity formation, intersectionality and equity in medical education	15
Helping medical educators worldwide to pivot curricula online: pivotmeded.com	14
Transitioning to a new era: Future directions for staff development during COVID‐19	14
A realist review of scholarly experiences in medical education	14
Rapid transition to online assessment: Practical steps and unanticipated advantages	14
Learner conceptions of health advocacy: ‘Going above & beyond’ or ‘kind of an expectation’	14
Integrating a COVID‐19 volunteer response into a Year‐3 md curriculum	14
Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study	14
Into the uncanny valley: Simulation versus simulacrum?	14
Why do few medical students report their experiences of mistreatment to administration?	13
#pandemicpedagogy: Using Twitter for knowledge exchange	13
Enhancing variety through gamified, interactive learning experiences	13
Emotion in remediation: A scoping review of the medical education literature	13
Resident learning trajectories in the workplace: A self‐regulated learning analysis	13
Debate style lecturing to engage and enrich resident education virtually	13
Machine learning to extract communication and history‐taking skills in OSCE transcripts	13
CARDA: Guiding document analyses in health professions education research	13
The economic costs of selecting medical students: An Australian case study	13
How do attending physicians describe cognitive overload among their workplace learners?	13
Optimising planned medical education strategies to develop learners' person‐centredness: A realist review	13
The social construction of teacher and learner identities in medicine and surgery	13
Patient involvement in medical education: To what problem is engagement the solution?	13
Medical students' experiences and needs from written reflective journal feedback	13
Intention mutability and translation of rural intention into actual rural medical practice	12
Moving beyond solutionism: Re‐imagining placements through an activity systems lens	12
Medical educators’ views and experiences of trigger warnings in teaching sensitive content	12
The influence of psychological safety on feedback conversations in general practice training	12
Applicants' perception of fit to residency programmes in the video‐interview era: A large multidisciplinary survey	12
Turning around a medical education conference: Ottawa 2020 in the time of COVID‐19	12
‘A whole lot of uncertainty’: A qualitative study exploring clinical medical students' experiences of uncertainty stimuli	12
Disability inclusion in medical education: Towards a quality improvement approach	12
Clinical skills education at the bed‐side, web‐side and lab‐side	12
Using a time out: Reimagining professional identity formation after the pandemic	12
Predictors of getting a residency interview: Differences by medical specialty	12
Bricolage: A tool for race‐related, historically situated complex research	12
A longitudinal, narrative study of professional socialisation among health students	12
Professional learning, organisational change and clinical leadership development outcomes	12
Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme	12

Empathy in health professions education: What works, gaps and areas for improvement	12
Medical student learner neglect in the clinical learning environment: Applying Glaser’s theoretical model	12
When I say … privilege	12
Grounding judgement in context: A conceptual learning model of clinical reasoning	12
Widening how we see the impact of culture on learning, practice and identity development in clinical environments	12
Today's doctors: What do men and women value in a training post?	11
Examiners’ decision‐making processes in observation‐based clinical examinations	11
Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis	11
How argumentation theory can inform assessment validity: A critical review	11
Ones and zeros: Medical education and theory in the age of intelligent machines	11
A remotely conducted paediatric bootcamp for fourth‐year medical students	11
Journey into uncertainty: Medical students' experiences and perceptions of failure	11
Patient involvement in assessment of postgraduate medical learners: A scoping review	11
Educational and psychological support for medical students during the COVID‐19 outbreak	11
The F3 phenomenon: Early‐career training breaks in medical training. A scoping review	11
Evidence for validity for the Cognitive Load Inventory for Handoffs	11
Telemedicine implementation in family medicine: Undergraduate clerkship during COVID‐19 pandemic	11
Challenging the belief in simple solutions: The need for epistemic practices in professional work	11
Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19	11
More than meets the eye: The impact of imposter syndrome on feedback receptivity	10
Exploring power dynamics and their impact on intraprofessional learning	10
An online clinical examination for fellowship certification during the COVID‐19 pandemic	10
Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training	10
The organizational growth mindset: Animating improvement and innovation in medical education	10
Mindfulness for undergraduate health and social care professional students: Findings from a qualitative scoping review using the 3P model	10
Representation, interaction and interpretation. Making sense of the context in clinical reasoning	10
Admissions experiences of aspiring physicians from low‐income backgrounds	10
What can we do for part‐time nursing students during the COVID‐19 pandemic?	10
Educator perceptions on teaching Indigenous health: Racism, privilege and self‐reflexivity	10
Responding to hospital system and student curricular needs: COVID‐19 Student Service Corps	10
Usability matters for virtual reality simulations teaching communication	10
Implementing longitudinal integrated curricula: Systematic review of barriers and facilitators	10
An act of performance: Exploring residents’ decision‐making processes to seek help	10
What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study	10
The medical pause: Importance, processes and training	10
Differential diagnosis checklists reduce diagnostic error differentially: A randomised experiment	10
Re‐opening Pandora's box: Who owns professionalism and is it time for a 21st century definition?	10
Weighting admission scores to balance predictiveness‐diversity: The Pareto‐optimization approach	10
‘Should I stay or should I go now?’: A qualitative study of why UK doctors retire	10
The problem with solutions	10
Reflections on assessment in the wake of change from the COVID‐19 pandemic	10
Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty	9
COVID‐19 risk triage: Engaging residents in telephonic screening	9
Medical students' views on the value of trigger warnings in education: A qualitative study	9
Gender bias in resident evaluations: Natural language processing and competency evaluation	9
Navigating landscapes of practice: A longitudinal qualitative study of physicians in medical education	9
Resilience or resistance: A personal response to COVID‐19	9
Intra‐COVID collaboration: Lessons for a post‐COVID world	9
Medical teachers’ discursive positioning of doctors in relation to patients	9
When I say … feedback literacy	9
Lessons from the implementation of developmental progress assessment: A scoping review	9
Who's on your team? Specialty identity and inter‐physician conflict during admissions	9
Chances for learning intraprofessional collaboration between residents in hospitals	9
A scaffolded structured approach for efficient transition to online small group teaching	9
Exploring the use of rating scales with entrustment anchors in workplace‐based assessment	8
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	8
Translating outcome frameworks to assessment programmes: Implications for validity	8
The medico‐legal helpline: A content analysis of postgraduate medical trainee advice calls	8
The fatigue paradox: Team perceptions of physician fatigue	8
Demonstrating equivalence and non‐inferiority of medical education concepts	8
The case for faculty development: A realist evaluation	8
When I say… empathic dissonance	8
The logic behind entrustable professional activity frameworks: A scoping review of the literature	8
A phenomenological exploration of the impact of COVID‐19 on the medical education community	8
When I say… socialisation	8
‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse‐trainee doctors’ interactions	8
The potential of narrative analysis for HPE research: Highlighting five analytic lenses	8
Understanding the impact of academic difficulties among medical students: A scoping review	8
Competence committees: The steep climb from concept to implementation	7
Self in medicine: Determinants of physician well‐being and future directions in improving wellness	7
Getting airtime: Exploring how patients shape the stories they tell health practitioners	7
Publishing during COVID‐19: Lessons for health professions education research	7
The myth of ivory tower versus practice‐oriented research: A systematic review of randomised studies in medical education	7
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	7
Making prospective entrustment decisions: Knowing limits, seeking help and defaulting	7
Affirmative action programmes in postgraduate medical and surgical training—A narrative review	7
The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review	7
Burnout, wellbeing and how they relate: A qualitative study in general practice trainees	7
When I say … team learning	7
Altruism or nationalism? Exploring global discourses of medical school regulation	7
Patients' perspectives on medical students' professionalism: Blind spots and opportunities	7
Thinking with two brains: Student perspectives on the presentation of race in pre‐clinical medical education	7
Exploring how feedback reflects entrustment decisions using artificial intelligence	7
Love and breakup letter methodology: A new research technique for medical education	7
When I say … microlearning	7
The potential use of Bayesian Networks to support committee decisions in programmatic assessment	7
Desirable Difficulty: Theory and application of intentionally challenging learning	7
Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution	7
Doctors' attitudes to maintenance of professional competence: A scoping review	7
Patient‐present teaching in the clinic: Effect on agency and professional behaviour	7
Solutionism: A study of rigour in complex systems	7
Aha! Taking on the myth that simulation‐derived surprise enhances learning	7
“I might not fit that doctor image”: Ideal worker norms and women medical students	7
When I say … diversity, equity and inclusion (DEI)	7
Qualitative ego networks in health professions education: Capturing the self in relation to others	6