Medical Education

Papers
(The TQCC of Medical Education is 3. 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 2021-05-01 to 2025-05-01.)
ArticleCitations
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing83
Issue Information78
The problem with adopting a marathon mindset74
Brace yourself: Medical Education is again being unleashed70
Student‐led ward rounds68
Tackling teaching patient safety: gamification to the rescue49
In support of appropriate psychological debriefing47
Giving back to babies, point of care ultrasound in paediatrics46
How argumentation theory can inform assessment validity: A critical review45
Addressing disparities in capital to promote social equity in medical education43
Advancing consideration of gender within health profession education: What is required?39
Patients' perspectives on medical students' professionalism: Blind spots and opportunities39
The role of groups in assessing learners with specific learning difficulties37
Researching models of innovation and adoption in health professions education36
The power of stories: Supporting professional identity transitions through longitudinal coaching35
33
A circulating cadaveric simulation model for neurosurgery residents32
Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities32
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐1932
When I say … ‘non‐clinical practice’31
Meaning making about performance: A comparison of two specialty feedback cultures31
A pipeline for health systems science in postbaccalaureate premedical programmes31
Empowering rural educators: Strategies for overcoming barriers in clinical teaching30
Issue Information30
Mentorship for all in academic medicine27
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Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study26
Empowering medical students with AI literacy: A curriculum development journey26
Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning26
Investigating feelings of imposterism in first‐year medical student narratives25
When I say … Emotional labour25
Peer‐assisted learning in medical education: A systematic review and meta‐analysis24
Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study24
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams24
Borderline doctor: A medical student's struggle with mental health and stigmatisation23
Compassion training: Towards a better understanding of patients through self‐exposure23
Issue Information22
Medical students experience science communication via moderating podcasts22
A problem shared is a problem halved? Enhancing learning through working in pairs22
Selecting trainees: Too much focus on predictive metrics, not enough on holistic review22
IN THIS ISSUE22
Time‐based versus competency‐based medical education: Opportunities and challenges22
The toll of staying dry in a sea of context21
Beyond competence: Towards a more holistic perspective in medical education21
Transforming the medical perspective through the arts19
BMAT's predictive validity for medical school performance: A retrospective cohort study19
December in this issue19
In this issue19
When I say … Situation19
Smartphone‐based augmented reality physiology and anatomy laboratories18
Perceptions and emotions about learning and assessment: Why should we care?18
When I say … neurodiversity paradigm18
Mindfulness training in healthcare professions: A scoping review of systematic reviews18
Inclusive assessment in health professions education: Balancing global goals and local contexts17
Longitudinal qualitative research in medical education: Time to conceptualise time17
Under the radar: How participating in a student organization can shape medical students' professional identity17
Innovative haematology virtual escape room for medical education16
Emotion in remediation: A scoping review of the medical education literature16
An equity timeout in quality improvement medical education16
Issue Information16
Empathy in health professions education: What works, gaps and areas for improvement16
Doing justice when incorporating sustainability into pre‐medical curricula15
Epistemic injustice: The hidden vulnerability of medicine15
Let me be perfectly queer: Improving sexual orientation and gender identity data collection15
A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective15
Welcome in14
When I say … burnout14
How can bibliometric approaches help to understand the field of medical education?14
The six‐thinking‐hat technique for decision‐making in biomedical ethics14
Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty14
Student‐led creation and sharing of e‐learning resources14
Medical education in Syria at a time of crisis: Analysis of the results of the knowledge‐based National Medical Examination14
Exploring mentorship in surgery: An interview study on how people stick together14
Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution14
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Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation13
The experiences of autistic medical students: A phenomenological study13
When I say … Social13
Cultural historical activity and the complexity of health professions education13
When I say psychological debriefing13
Action‐project method: An approach to describing and studying goal‐oriented joint actions13
Utilising peer educators to provide formative clinical reasoning feedback12
Peer‐to‐peer COVID‐19 medical curriculum development during the pandemic12
Hospital leadership training should start in medical school12
Critical incidence reporting about medical teaching12
A resident scholarship oversight committee to increase scholarly productivity12
COVID‐19 curriculum highlighting the importance of trauma‐informed pedagogy12
Intersections of space with wellbeing and learning: Awakening space research12
Supporting women in academia: A dyad mentorship model12
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Whiteness theory and the (in)visible hierarchy in medical education12
Issue Information12
12
Approaching distressing or sensitive topics in medical school12
Uncertainty tolerance scales: Weighing up the research11
In this issue11
‘First in family’ experiences in a Canadian medical school: A critically reflexive study11
Exploring how physician educators approach politically charged topics with learners11
When I say… health advocacy11
Fostering the clinician as teacher: A realist review11
Developing MD–PhD training objectives through scholar engagement11
Emphasise details of 3D‐printed bones with contrast paints11
Erratum10
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 experience10
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 emotions10
Development of an entrustment ratings display fit for ordinal data10
10
Workplace‐based assessments—Articulating the playbook10
Thinking organizationally and longitudinally to understand gender disparities in academic medicine10
Employing reflective practice to enhance student engagement10
In this issue10
Model to increase student engagement and improve completion of course evaluations10
In this issue10
Role of faculty characteristics in failing to fail in clinical clerkships10
Teamwork makes medical education research training work9
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 feedback9
Integrating Six Thinking Hats into problem‐based learning pathophysiology curriculum9
When I say … inclusive teaching9
The social construction of time and its influence on medical education9
Together or not together: Paving the way to boundary crossing9
February in this issue9
Entrustable professional activities in longitudinal clinical programmes9
Connect or detach: A transformative experience for medical students in end‐of‐life care9
Addressing digital inequities in the age of large language models (LLMs)9
Do norms unintentionally increase stereotypical expressions? A randomised controlled trial9
Humanising anatomy education with narrative medicine9
Entrustable professional activities for early health professionals: What's next?9
Addressing groupthink in interprofessional clinical simulation9
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 simulation9
8
Sculpting the good surgeon or excising the bad one: How clinical teachers could perpetuate attrition in surgical residency programmes8
Cultivating clinical reasoning: A blended learning approach8
Learner neglect in the surgical training setting8
Improvisation to combat sexual harassment on the wards8
Three‐staged key‐feature cases promote interaction in remote education8
Delayed feedback could either help or hurt test‐enhanced learning; it depends8
Applying action‐project method to untangle interphysician conflict8
Beyond one‐size‐fits‐all: Reimagining well‐being programmes in medical education through student expectations and agency8
Unravelling epistemic injustice in medical education: The case of the underperforming learner8
Comparing intraprofessional and interprofessional workplace learning: Similar or not?8
Effect of station format on the psychometric properties of Multiple Mini Interviews8
Pharmaceutical comprehensive experiments combining simulated reality and virtual reality8
‘Whispers of inclusion amidst the shouts of omission’—Breaking stereotypes and discrimination using queer arts in medical education8
The transition to clerkshIps bootcamp: Innovative and flexible curriculum strategies post COVID‐19 adaptation8
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 theory8
Addressing diversity, equity, and inclusion through simulation center education resources8
How does multisource feedback influence residency training? A qualitative case study8
Not in the file: How competency committees work with undocumented contributions7
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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 education7
Collective impact: A learner‐led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program7
When I say …. Respectful curiosity7
Open‐book examination can reduce, exam‐related stress in medical students7
Reluctant heroes: New doctors negotiating their identities dialogically on social media7
When I say … epistemic injustice7
Medical Education and artificial intelligence: Responsible and effective practice requires human oversight7
The art of reinvention: The remarkable longevity of the OSCE7
Unravelling underlying processes in intraprofessional workplace learning in residency7
Navigating between two figured worlds: A constructivist grounded theory study on residents' workplace experiences with health care management tasks7
Uncertainty experienced by newly qualified doctors during the transition to internship7
Medical students', residents', and nurses's feedback to clinical educators in Taiwan: A qualitative study7
Using AI to produce problem‐based learning cases7
The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education7
An interdisciplinary peer mentoring program for faculty members7
Medical students' academic satisfaction: Social cognitive factors matter7
Strangers in a strange land: The experience of physicians undergoing remediation7
Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative6
A scoping review and theory‐informed conceptual model of professional identity formation in medical education6
Modified team‐based learning to promote collaboration in an online prematriculation course6
Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning6
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings6
In response to from bones to bytes: Do manipulable 3D models have added value in osteology education compared with static images?6
A harder road travelled6
In this issue6
Issue Information6
Residents as supervisors: How senior residents make ad hoc entrustment decisions6
Implementation strategies for high‐performance health care simulation centres: A multicentre exploratory case study in China6
LGBTQ+ curriculum in medical school: Vital first steps6
Trigger warnings as tools for learning—theorising an evolving cultural concept6
Supporting scholarly writing: An innovative institutional education journal6
Integration weeks: A novel way to build resilience in third year medical students6
Clarity without simplicity: researching lived experience in health professions education6
A novel simulation for cervical excisional procedures6
Remote solution for surgical skills teaching6
Task complexity and cognitive load in simulation‐based education: A randomised trial6
Expanding medical education in women's health beyond reproductive organs6
Little words that matter: Advancing LGBTQIA2S+ inclusion in academic writing6
Microlearning for faculty development: Concentrate on what really counts6
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Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy6
When I say … wellness6
Issue Information5
Response to: Response triggered: Trigger warnings, a necessity or nuisance5
RGS Annual Reviewer List5
Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis5
Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles5
Altruism as enlightened self‐interest: How helping others through peer review helps you5
Normalising disclosure or reinforcing heroism? An exploratory critical discourse analysis of mental health stigma in medical education5
Using Play‐Doh to teach creative data collection5
Developing skilled communication: The power of self‐monitoring5
Supporting resident inbox management with screen‐casted videos5
Conversation Café: Lived experience in undergraduate addictions teaching5
Medical student engagement in small‐group active learning: A stimulated recall study5
The F3 phenomenon: Early‐career training breaks in medical training. A scoping review5
Resident duty hours and resident and patient outcomes: Systematic review and meta‐analysis5
Explicit teaching in the operating room: Adding the why to the what5
When I say … Likert item5
The guideline multiple: beyond the dilemma of either relationships or standards5
Fast‐tracking, identity formation and the formalisation of teaching in health professions education5
Exploring how feedback reflects entrustment decisions using artificial intelligence5
A phenomenological exploration of the impact of COVID‐19 on the medical education community5
Host receptivity: The key to facilitating international medical graduates' acculturation5
Emotion as reflexive practice: A new discourse for feedback practice and research4
Self‐regulated learning profiles including test anxiety linked to stress and performance: A latent profile analysis based across multiple cohorts4
MEDU Annual Reviewer List4
In this Issue4
‘Noticing’ in health professions education: Time to pay attention?4
The ‘body mind map’ medical record4
Distance travelled: The road remains unclear4
When I say … technology4
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 others4
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 crisis4
Training residents in adolescent depression4
Partnering with the community for immersive QI learning4
Online clinical reasoning simulator for medical students grounded on dual‐process theory4
An innovative pathology e‐course; incorporating interactive multi‐instructional designs4
‘For the most part it works’: Exploring how authors navigate peer review feedback4
‘Safe Space’: A wellness initiative for residents4
Choose your own adventure: Innovations in ethics training4
International medical graduates' social connections: A qualitative study4
Medical advocacy training for virtual or flipped‐classroom learning4
Issue Information4
Transgender and non‐binary health care: A virtual objective structured clinical examination4
Repairing disrupted care processes as sources of stability, learning and change in a Finnish hospital: An activity‐theoretical study4
On acknowledging silence within medical education4
Bricolage: A tool for race‐related, historically situated complex research4
Coaching medical students to confront racism in the clinical setting4
Bringing ‘Think Globally, Act Locally’ to the bedside4
Artificial intelligence‐based self‐feedback on medical counselling performance4
Response triggered: Trigger warnings, a necessity or nuisance4
From policy to practice: Measuring success in widening participation4
‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection4
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