Medical Education

Article	Citations
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing	83
Issue Information	78
The problem with adopting a marathon mindset	74
Brace yourself: Medical Education is again being unleashed	70
Student‐led ward rounds	68
Tackling teaching patient safety: gamification to the rescue	49
In support of appropriate psychological debriefing	47
Giving back to babies, point of care ultrasound in paediatrics	46
How argumentation theory can inform assessment validity: A critical review	45
Addressing disparities in capital to promote social equity in medical education	43
Advancing consideration of gender within health profession education: What is required?	39
Patients' perspectives on medical students' professionalism: Blind spots and opportunities	39
The role of groups in assessing learners with specific learning difficulties	37
Researching models of innovation and adoption in health professions education	36
The power of stories: Supporting professional identity transitions through longitudinal coaching	35
	33
Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities	32
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐19	32
A circulating cadaveric simulation model for neurosurgery residents	32
Meaning making about performance: A comparison of two specialty feedback cultures	31
A pipeline for health systems science in postbaccalaureate premedical programmes	31
When I say … ‘non‐clinical practice’	31
Issue Information	30
Empowering rural educators: Strategies for overcoming barriers in clinical teaching	30
Mentorship for all in academic medicine	27

	27
Empowering medical students with AI literacy: A curriculum development journey	26
Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning	26
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study	26
Investigating feelings of imposterism in first‐year medical student narratives	25
When I say … Emotional labour	25
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	24
Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study	24
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams	24
Borderline doctor: A medical student's struggle with mental health and stigmatisation	23
Compassion training: Towards a better understanding of patients through self‐exposure	23
Issue Information	22
Medical students experience science communication via moderating podcasts	22
A problem shared is a problem halved? Enhancing learning through working in pairs	22
Selecting trainees: Too much focus on predictive metrics, not enough on holistic review	22
IN THIS ISSUE	22
Time‐based versus competency‐based medical education: Opportunities and challenges	22
The toll of staying dry in a sea of context	21
Beyond competence: Towards a more holistic perspective in medical education	21
Transforming the medical perspective through the arts	19
BMAT's predictive validity for medical school performance: A retrospective cohort study	19
December in this issue	19
In this issue	19
When I say … Situation	19
When I say … neurodiversity paradigm	18
Mindfulness training in healthcare professions: A scoping review of systematic reviews	18
Smartphone‐based augmented reality physiology and anatomy laboratories	18
Perceptions and emotions about learning and assessment: Why should we care?	18
Longitudinal qualitative research in medical education: Time to conceptualise time	17
Under the radar: How participating in a student organization can shape medical students' professional identity	17
Inclusive assessment in health professions education: Balancing global goals and local contexts	17
Emotion in remediation: A scoping review of the medical education literature	16
An equity timeout in quality improvement medical education	16
Issue Information	16
Empathy in health professions education: What works, gaps and areas for improvement	16
Innovative haematology virtual escape room for medical education	16
Doing justice when incorporating sustainability into pre‐medical curricula	15
Epistemic injustice: The hidden vulnerability of medicine	15
Let me be perfectly queer: Improving sexual orientation and gender identity data collection	15
A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective	15
Welcome in	14
When I say … burnout	14
How can bibliometric approaches help to understand the field of medical education?	14
The six‐thinking‐hat technique for decision‐making in biomedical ethics	14
Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty	14
Student‐led creation and sharing of e‐learning resources	14
Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination	14
Exploring mentorship in surgery: An interview study on how people stick together	14
Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution	14
	14

Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation	13
The experiences of autistic medical students: A phenomenological study	13
When I say … Social	13
Cultural historical activity and the complexity of health professions education	13
When I say psychological debriefing	13
Action‐project method: An approach to describing and studying goal‐oriented joint actions	13
	13
Supporting women in academia: A dyad mentorship model	12
	12
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy	12
Intersections of space with wellbeing and learning: Awakening space research	12
	12
Approaching distressing or sensitive topics in medical school	12
Utilising peer educators to provide formative clinical reasoning feedback	12
Whiteness theory and the (in)visible hierarchy in medical education	12
Issue Information	12
Critical incidence reporting about medical teaching	12
A resident scholarship oversight committee to increase scholarly productivity	12
Peer‐to‐peer COVID‐19 medical curriculum development during the pandemic	12
Hospital leadership training should start in medical school	12
Exploring how physician educators approach politically charged topics with learners	11
When I say… health advocacy	11
Fostering the clinician as teacher: A realist review	11
Developing MD–PhD training objectives through scholar engagement	11
Emphasise details of 3D‐printed bones with contrast paints	11
Uncertainty tolerance scales: Weighing up the research	11
In this issue	11
‘First in family’ experiences in a Canadian medical school: A critically reflexive study	11
Thinking organizationally and longitudinally to understand gender disparities in academic medicine	10
Employing reflective practice to enhance student engagement	10
In this issue	10
Model to increase student engagement and improve completion of course evaluations	10
In this issue	10
Role of faculty characteristics in failing to fail in clinical clerkships	10
Erratum	10
Staff well‐being: Is it time to rethink implications for work schedules?	10
Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience	10
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?	10
‘This trainee makes me feel angry’: It's time to validate the reality and role of trainer emotions	10
Development of an entrustment ratings display fit for ordinal data	10
	10
Workplace‐based assessments—Articulating the playbook	10
February in this issue	9
Entrustable professional activities in longitudinal clinical programmes	9
Connect or detach: A transformative experience for medical students in end‐of‐life care	9
Addressing digital inequities in the age of large language models (LLMs)	9
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial	9
Humanising anatomy education with narrative medicine	9
Entrustable professional activities for early health professionals: What's next?	9
Addressing groupthink in interprofessional clinical simulation	9
Physiotherapists and expert systems: How can I (AI) do it?	9
‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation	9
Teamwork makes medical education research training work	9
Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education?	9
A qualitative study of medical students' perceptions of resident feedback	9
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum	9
When I say … inclusive teaching	9
The social construction of time and its influence on medical education	9
Together or not together: Paving the way to boundary crossing	9
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality	8
‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education	8
The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation	8
What is next for patients and medical students in longitudinal integrated clerkships?	8
Diving beneath the surface of major curriculum reform using Bourdieu's field theory	8
Addressing diversity, equity, and inclusion through simulation center education resources	8
How does multisource feedback influence residency training? A qualitative case study	8
	8
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes	8
Cultivating clinical reasoning: A blended learning approach	8
Learner neglect in the surgical training setting	8
Improvisation to combat sexual harassment on the wards	8
Three‐staged key‐feature cases promote interaction in remote education	8
Delayed feedback could either help or hurt test‐enhanced learning; it depends	8
Applying action‐project method to untangle interphysician conflict	8
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency	8
Unravelling epistemic injustice in medical education: The case of the underperforming learner	8
Comparing intraprofessional and interprofessional workplace learning: Similar or not?	8
Effect of station format on the psychometric properties of Multiple Mini Interviews	8
When I say … epistemic injustice	7
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight	7

The art of reinvention: The remarkable longevity of the OSCE	7
Unravelling underlying processes in intraprofessional workplace learning in residency	7
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks	7
Uncertainty experienced by newly qualified doctors during the transition to internship	7
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study	7
Using AI to produce problem‐based learning cases	7
The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education	7
An interdisciplinary peer mentoring program for faculty members	7
Medical students' academic satisfaction: Social cognitive factors matter	7
Strangers in a strange land: The experience of physicians undergoing remediation	7
Not in the file: How competency committees work with undocumented contributions	7
	7
A view from the top: A qualitative exploration of top‐level health care leaders’ perceptions on the implementation of simulation‐based education in postgraduate medical education	7
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program	7
When I say …. Respectful curiosity	7
Open‐book examination can reduce, exam‐related stress in medical students	7
Reluctant heroes: New doctors negotiating their identities dialogically on social media	7
Residents as supervisors: How senior residents make ad hoc entrustment decisions	6
Implementation strategies for high‐performance health care simulation centres: A multicentre exploratory case study in China	6
LGBTQ+ curriculum in medical school: Vital first steps	6
Trigger warnings as tools for learning—theorising an evolving cultural concept	6
Integration weeks: A novel way to build resilience in third year medical students	6
Clarity without simplicity: researching lived experience in health professions education	6
A novel simulation for cervical excisional procedures	6
Microlearning for faculty development: Concentrate on what really counts	6
Remote solution for surgical skills teaching	6
Task complexity and cognitive load in simulation‐based education: A randomised trial	6
Expanding medical education in women's health beyond reproductive organs	6
Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing	6
	6
Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy	6
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning	6
When I say … wellness	6
In response to from bones to bytes: Do manipulable 3D models have added value in osteology education compared with static images?	6
Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative	6
A scoping review and theory‐informed conceptual model of professional identity formation in medical education	6
Modified team‐based learning to promote collaboration in an online prematriculation course	6
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings	6
A harder road travelled	6
In this issue	6
Supporting scholarly writing: An innovative institutional education journal	6
Issue Information	6
Altruism as enlightened self‐interest: How helping others through peer review helps you	5
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education	5
Using Play‐Doh to teach creative data collection	5
Developing skilled communication: The power of self‐monitoring	5
Supporting resident inbox management with screen‐casted videos	5
Conversation Café: Lived experience in undergraduate addictions teaching	5
Medical student engagement in small‐group active learning: A stimulated recall study	5
The F3 phenomenon: Early‐career training breaks in medical training. A scoping review	5
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis	5
Explicit teaching in the operating room: Adding the why to the what	5
When I say … Likert item	5
The guideline multiple: beyond the dilemma of either relationships or standards	5
Fast‐tracking, identity formation and the formalisation of teaching in health professions education	5
Exploring how feedback reflects entrustment decisions using artificial intelligence	5
A phenomenological exploration of the impact of COVID‐19 on the medical education community	5
Host receptivity: The key to facilitating international medical graduates' acculturation	5
Issue Information	5
Response to: Response triggered: Trigger warnings, a necessity or nuisance	5
RGS Annual Reviewer List	5
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis	5
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles	5
Trainee selection of tasks in postgraduate medical education: Is there a role for ‘cherry‐picking’ to optimise learning?	4
Qualitative ego networks in health professions education: Capturing the self in relation to others	4
Performing complex interdisciplinary procedures: Never on the patient the first time!	4
Fate and future of the medical students in Ukraine: A silently bubbling educational crisis	4
Training residents in adolescent depression	4
Partnering with the community for immersive QI learning	4
Online clinical reasoning simulator for medical students grounded on dual‐process theory	4
An innovative pathology e‐course; incorporating interactive multi‐instructional designs	4
‘For the most part it works’: Exploring how authors navigate peer review feedback	4
‘Safe Space’: A wellness initiative for residents	4
Choose your own adventure: Innovations in ethics training	4
International medical graduates' social connections: A qualitative study	4
Medical advocacy training for virtual or flipped‐classroom learning	4
Issue Information	4
Transgender and non‐binary health care: A virtual objective structured clinical examination	4
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity‐theoretical study	4
On acknowledging silence within medical education	4
Bricolage: A tool for race‐related, historically situated complex research	4
Coaching medical students to confront racism in the clinical setting	4
Bringing ‘Think Globally, Act Locally’ to the bedside	4
Artificial intelligence‐based self‐feedback on medical counselling performance	4
Response triggered: Trigger warnings, a necessity or nuisance	4
From policy to practice: Measuring success in widening participation	4
‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection	4
Emotion as reflexive practice: A new discourse for feedback practice and research	4
Self‐regulated learning profiles including test anxiety linked to stress and performance: A latent profile analysis based across multiple cohorts	4
MEDU Annual Reviewer List	4
In this Issue	4
‘Noticing’ in health professions education: Time to pay attention?	4
The ‘body mind map’ medical record	4
Distance travelled: The road remains unclear	4
When I say … technology	4