Academic Medicine

(The TQCC of Academic Medicine 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.)
Defining and Implementing Value-Based Health Care: A Strategic Framework236
Innovation in Response to the COVID-19 Pandemic Crisis219
Attending to the Emotional Well-Being of the Health Care Workforce in a New York City Health System During the COVID-19 Pandemic199
Medical Student Mobilization During a Crisis: Lessons From a COVID-19 Medical Student Response Team154
Telemedicine and Medical Education in the Age of COVID-19143
Seeking Inclusion Excellence: Understanding Racial Microaggressions as Experienced by Underrepresented Medical and Nursing Students111
The Positivism Paradigm of Research104
Implicit Bias in Health Professions: From Recognition to Transformation97
Assessing Trainees and Making Entrustment Decisions: On the Nature and Use of Entrustment-Supervision Scales96
Toward Cultural Competency in Health Care: A Scoping Review of the Diversity and Inclusion Education Literature89
Artificial Intelligence in Undergraduate Medical Education: A Scoping Review86
Re-visioning Academic Medicine Through a Constructionist Lens83
COVID-19 Threatens Progress Toward Gender Equity Within Academic Medicine82
They Don’t See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships79
A Framework for Inclusive Graduate Medical Education Recruitment Strategies: Meeting the ACGME Standard for a Diverse and Inclusive Workforce78
The Otolaryngology Residency Program Preference Signaling Experience72
What Does Context Have to Do With Anything? A Study of Professional Identity Formation in Physician-Trainees Considered Underrepresented in Medicine67
Entrustment Decision Making: Extending Miller’s Pyramid66
Changing How Race Is Portrayed in Medical Education: Recommendations From Medical Students65
Medical Education’s Wicked Problem: Achieving Equity in Assessment for Medical Learners64
When a Specialty Becomes “Women’s Work”: Trends in and Implications of Specialty Gender Segregation in Medicine62
Climate Change and the Practice of Medicine: Essentials for Resident Education61
Wellness-Centered Leadership: Equipping Health Care Leaders to Cultivate Physician Well-Being and Professional Fulfillment61
How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review56
Philosophy of Science Series: Harnessing the Multidisciplinary Edge Effect by Exploring Paradigms, Ontologies, Epistemologies, Axiologies, and Methodologies56
Professional Stigma of Mental Health Issues: Physicians Are Both the Cause and Solution56
From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine56
Belonging, Respectful Inclusion, and Diversity in Medical Education55
Proposed Changes to the 2021 Residency Application Process in the Wake of COVID-1954
The Effectiveness of Teaching Clinical Empathy to Medical Students: A Systematic Review and Meta-Analysis of Randomized Controlled Trials54
Using Rapid Design Thinking to Overcome COVID-19 Challenges in Medical Education54
COVID-19: Lessons From the Disaster That Can Improve Health Professions Education53
Does Empathy Decline in the Clinical Phase of Medical Education? A Nationwide, Multi-Institutional, Cross-Sectional Study of Students at DO-Granting Medical Schools53
It’s a Marathon, Not a Sprint: Rapid Evaluation of Competency-Based Medical Education Program Implementation53
Can Better Selection Tools Help Us Achieve Our Diversity Goals in Postgraduate Medical Education? Comparing Use of USMLE Step 1 Scores and Situational Judgment Tests at 7 Surgical Residencies52
Addressing Climate Change and Its Effects on Human Health: A Call to Action for Medical Schools52
Reconsidering Systems-Based Practice: Advancing Structural Competency, Health Equity, and Social Responsibility in Graduate Medical Education51
Coaching Versus Competency to Facilitate Professional Identity Formation51
Trauma-Informed Medical Education (TIME): Advancing Curricular Content and Educational Context48
A Call for LGBTQ Content in Graduate Medical Education Program Requirements48
Creating a “Quarantine Curriculum” to Enhance Teaching and Learning During the COVID-19 Pandemic48
Anticipating the Impact of the USMLE Step 1 Pass/Fail Scoring Decision on Underrepresented-in-Medicine Students47
Critical Theory: Broadening Our Thinking to Explore the Structural Factors at Play in Health Professions Education47
Mindfulness-Based Interventions to Reduce Burnout and Stress in Physicians: A Systematic Review and Meta-Analysis47
The Role of Technology in Health Professions Education During the COVID-19 Pandemic45
Impact of the COVID-19 Pandemic on the Future of Nursing Education45
Physician Fertility: A Call to Action45
Disparities in Burnout and Satisfaction With Work–Life Integration in U.S. Physicians by Gender and Practice Setting44
Virtual Interviews at Graduate Medical Education Training Programs: Determining Evidence-Based Best Practices44
Effect of Continuing Professional Development on Health Professionals’ Performance and Patient Outcomes: A Scoping Review of Knowledge Syntheses42
What Is the State of Compassion Education? A Systematic Review of Compassion Training in Health Care42
Learning Through Listening: A Scoping Review of Podcast Use in Medical Education41
Cultivating Empathy Through Virtual Reality: Advancing Conversations About Racism, Inequity, and Climate in Medicine40
Accelerated Graduation and the Deployment of New Physicians During the COVID-19 Pandemic39
Impact of Mentoring on Academic Career Success for Women in Medicine: A Systematic Review38
The State of Point-of-Care Ultrasound Training in Undergraduate Medical Education: Findings From a National Survey38
From Diversity and Inclusion to Antiracism in Medical Training Institutions37
Practical Lessons for Teaching About Race and Racism: Successfully Leading Free, Frank, and Fearless Discussions37
Redesigning the Learning Environment to Promote Learner Well-Being and Professional Development36
Avoiding the Virtual Pitfall: Identifying and Mitigating Biases in Graduate Medical Education Videoconference Interviews36
To Be Seen, Heard, and Valued: Strategies to Promote a Sense of Belonging for Women and Underrepresented in Medicine Physicians36
A Phased Approach: The General Surgery Experience Adopting Entrustable Professional Activities in the United States36
Struggles and Tensions in Antiracism Education in Medical School: Lessons Learned36
Virtual Telesimulation for Medical Students During the COVID-19 Pandemic35
Vulnerable Immigrant Populations in the New York Metropolitan Area and COVID-19: Lessons Learned in the Epicenter of the Crisis34
One Academic Health System’s Early (and Ongoing) Experience Responding to COVID-19: Recommendations From the Initial Epicenter of the Pandemic in the United States34
Childbearing Decisions in Residency: A Multicenter Survey of Female Residents34
Behind the Mask: An Exploratory Assessment of Female Surgeons’ Experiences of Gender Bias34
Pass/Fail Score Reporting for USMLE Step 1: An Opportunity to Redefine the Transition to Residency Together34
Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review34
Competencies for the Use of Artificial Intelligence–Based Tools by Health Care Professionals33
Medical Students’ Perspectives on Empathy: A Systematic Review and Metasynthesis33
The Microaggressions Triangle Model: A Humanistic Approach to Navigating Microaggressions in Health Professions Schools32
Competency-Based Medical Education: Considering Its Past, Present, and a Post–COVID-19 Era32
Contributions of Health Professions Students to Health System Needs During the COVID-19 Pandemic: Potential Strategies and Process for U.S. Medical Schools32
Washington University School of Medicine in St. Louis Case Study: A Process for Understanding and Addressing Bias in Clerkship Grading31
Addressing Bias and Reducing Discrimination: The Professional Responsibility of Health Care Providers31
Honoring Medicine’s Social Contract: A Scoping Review of Critical Consciousness in Medical Education31
Diversity Is Not Enough: Advancing a Framework for Antiracism in Medical Education31
Recent Trends in Faculty Promotion in U.S. Medical Schools: Implications for Recruitment, Retention, and Diversity and Inclusion30
Meeting the Patient Care, Education, and Research Missions: Academic Medical Centers Must Comprehensively Address Sexual and Gender Minority Health30
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade30
Digital Clinical Placement for Medical Students in Response to COVID-1930
No One Size Fits All: A Qualitative Study of Clerkship Medical Students’ Perceptions of Ideal Supervisor Responses to Microaggressions30
Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine30
Student-Led Efforts to Advance Anti-Racist Medical Education30
Modern Medicine Is a Colonial Artifact: Introducing Decoloniality to Medical Education Research29
Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review28
Thinking Sociomaterially: Why Matter Matters in Medical Education28
Tolerance for Ambiguity Among Medical Students: Patterns of Change During Medical School and Their Implications for Professional Development28
A Framework for Developing Antiracist Medical Educators and Practitioner–Scholars28
Toward Creating Equity in Awards Received During Medical School: Strategic Changes at One Institution27
Machine Learning: The Next Paradigm Shift in Medical Education27
Mentoring Underrepresented Minority Physician-Scientists to Success27
Women and Academic Medicine, 202027
Suspending Student Selections to Alpha Omega Alpha Honor Medical Society: How One School Is Navigating the Intersection of Equity and Wellness27
Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings27
Global Health Education in the Time of COVID-19: An Opportunity to Restructure Relationships and Address Supremacy26
Teaching Professionalism in Postgraduate Medical Education: A Systematic Review26
The New USMLE Step 1 Paradigm: An Opportunity to Cultivate Diversity of Excellence25
Climate Change and Medical Education: An Integrative Model25
Dismantling Structural Racism in Academic Medicine: A Skeptical Optimism25
Rank Equity Index: Measuring Parity in the Advancement of Underrepresented Populations in Academic Medicine25
More Than Words: A Vision to Address Bias and Reduce Discrimination in the Health Professions Learning Environment25
Professionalism: The Wrong Tool to Solve the Right Problem?25
Revisiting the Core Entrustable Professional Activities for Entering Residency25
ChatGPT and the Future of Medical Education25
Strategies From 11 U.S. Medical Schools for Integrating Basic Science Into Core Clerkships25
A Stepping Stone Toward Necessary Change: How the New USMLE Step 1 Scoring System Could Affect the Residency Application Process24
Postpositivism in Health Professions Education Scholarship24
Do Professionalism Lapses in Medical School Predict Problems in Residency and Clinical Practice?24
International Medical Graduates: Promoting Equity and Belonging24
On Artificial Intelligence and Deep Learning Within Medical Education24
Professional Identity Formation: A Role for Patients as Mentors24
A Narrative Study of Equity in Clinical Assessment Through the Antideficit Lens24
Medical Student Progress Examination Performance and Its Relationship With Metacognition, Critical Thinking, and Self-Regulated Learning Strategies24
Preventing Clinician Suicide: A Call to Action During the COVID-19 Pandemic and Beyond24
ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity24
Medical Students’ Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions23
The Prism Model for Integrating the Arts and Humanities Into Medical Education23
Achieving Gender Equity Is Our Responsibility: Leadership Matters23
Recognizing Cross-Institutional Fiscal and Administrative Barriers and Facilitators to Conducting Community-Engaged Clinical and Translational Research23
The Content Quality of YouTube Videos for Professional Medical Education: A Systematic Review23
The COVID-19 Pandemic as an Imperative to Advance Medical Student Assessment: Three Areas for Change23
Wrestling With the Invincibility Myth: Exploring Physicians’ Resistance to Wellness and Resilience-Building Interventions23
How Visual Arts–Based Education Can Promote Clinical Excellence23
On Step 1 Mania, USMLE Score Reporting, and Financial Conflict of Interest at the National Board of Medical Examiners23
Leading by Design: Lessons for the Future From 25 Years of the Executive Leadership in Academic Medicine (ELAM) Program for Women23
Fast, Easy, and Good: Assessing Entrustable Professional Activities in Psychiatry Residents With a Mobile App23
Correlations Between the USMLE Step Examinations, American College of Physicians In-Training Examination, and ABIM Internal Medicine Certification Examination23
Critical Theory, Culture Change, and Achieving Health Equity in Health Care Settings23
What Role Should Resistance Play in Training Health Professionals?22
“I Was Worried About the Patient, but I Wasn’t Feeling Worried”: How Physicians Judge Their Comfort in Settings of Uncertainty22
Reorganizing a Medicine Residency Program in Response to the COVID-19 Pandemic in New York22
Academics in Absentia: An Opportunity to Rethink Conferences in the Age of Coronavirus Cancellations22
Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities22
The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands: Rationale, Process, and Current Status22
How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series22
What Influences Choice of Continuing Medical Education Modalities and Providers? A National Survey of U.S. Physicians, Nurse Practitioners, and Physician Assistants22
Academic Medicine’s Journey Toward Racial Equity Must Be Grounded in History: Recommendations for Becoming an Antiracist Academic Medical Center22
A Critical Review of Professional Identity Formation Interventions in Medical Education21
Women on the Frontline: A Changed Workforce and the Fight Against COVID-1921
Addressing and Undoing Racism and Bias in the Medical School Learning and Work Environment21
Curriculum Changes and Trends 2010–2020: A Focused National Review Using the AAMC Curriculum Inventory and the LCME Annual Medical School Questionnaire Part II21
Building the Next Generation of Researchers: Mentored Training in Dissemination and Implementation Science21
Impact of COVID-19 on Medical Education: Perspectives From Students21
Technology Can Augment, but Not Replace, Critical Human Skills Needed for Patient Care21
Prevalence and Characteristics of Advocacy Curricula in U.S. Medical Schools20
Lessons From Learners: Adapting Medical Student Education During and Post COVID-1920
EQual Rubric Evaluation of the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency20
Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic20
Learning From What We Do, and Doing What We Learn: A Learning Health Care System in Action20
Psychological Consequences Among Residents and Fellows During the COVID-19 Pandemic in New York City: Implications for Targeted Interventions20
It Can Be Done! A Skills-Based Elective in Implicit Bias Recognition and Management for Preclinical Medical Students20
Just-in-Time Training in a Tertiary Referral Hospital During the COVID-19 Pandemic in Italy20
Ethical Dilemmas, Moral Distress, and the Risk of Moral Injury: Experiences of Residents and Fellows During the COVID-19 Pandemic in the United States20
The Accelerating Change in Medical Education Consortium: Key Drivers of Transformative Change19
Development and Validation of a Machine Learning-Based Decision Support Tool for Residency Applicant Screening and Review19
Finding the Place of ChatGPT in Medical Education19
Culinary Medicine as Innovative Nutrition Education for Medical Students: A Scoping Review19
Supported Independence: The Role of Supervision to Help Trainees Manage Uncertainty19
Continued Supervision for the Common Pediatric Subspecialty Entrustable Professional Activities May Be Needed Following Fellowship Graduation19
Perfectionism, Power, and Process: What We Must Address to Dismantle Mental Health Stigma in Medical Education19
pathCast: An Interactive Medical Education Curriculum That Leverages Livestreaming on Facebook and YouTube18
Patients, Pride, and Prejudice: Exploring Black Ontarian Physicians’ Experiences of Racism and Discrimination18
The Clarion Call of the COVID-19 Pandemic: How Medical Education Can Mitigate Racial and Ethnic Disparities18
A Novel Ticket System for Capping Residency Interview Numbers: Reimagining Interviews in the COVID-19 Era18
Association Between Resident Race and Ethnicity and Clinical Performance Assessment Scores in Graduate Medical Education18
The Role of EPAs in Creating a National System of Time-Variable Competency-Based Medical Education18
Sparking Change: How a Shift to Step 1 Pass/Fail Scoring Could Promote the Educational and Catalytic Effects of Assessment in Medical Education18
The Role of Medical Student Government in Responding to COVID-1918
The Performance and Trajectory of Medical Students With Disabilities: Results From a Multisite, Multicohort Study18
Medical School Approach to Manage the Current COVID-19 Crisis18
Let’s Talk About Racism: Strategies for Building Structural Competency in Nursing18
Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis18
Initial Implementation of Resident-Sensitive Quality Measures in the Pediatric Emergency Department: A Wide Range of Performance18
The Relationship Between Residents’ Perceptions of Residency Program Leadership Team Behaviors and Resident Burnout and Satisfaction18
Women in Academic Surgery: A Double-Edged Scalpel18
In the “Shadow of Shame”: A Phenomenological Exploration of the Nature of Shame Experiences in Medical Students18
What the COVID-19 Pandemic Can Teach Health Professionals About Continuing Professional Development18
Enrollment Management in Undergraduate Medical School Admissions: A Complementary Framework to Holistic Review for Increasing Diversity in Medicine18
Impact of Project ECHO on Patient and Community Health Outcomes: A Scoping Review18
The Basic Science of Patient–Physician Communication: A Critical Scoping Review18
Trustworthiness and Professionalism in Academic Medicine18
Teaching Basic Surgical Skills Using Homemade Tools in Response to COVID-1917
Gendered Expectations: Strategies for Navigating Structural Challenges in Support of Transgender and Nonbinary Trainees in Academic Medicine17
Using Natural Language Processing to Automatically Assess Feedback Quality: Findings From 3 Surgical Residencies17
Advancing Equity in Academic Medicine Through Holistic Review for Faculty Recruitment and Retention17
Seeking Parity for Women in Academic Medicine: A Historical Perspective17
We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic17
Now Is Our Time to Act: Why Academic Medicine Must Embrace Community Collaboration as Its Fourth Mission17
Program Evaluation of the Research in Academic Pediatrics Initiative on Diversity (RAPID): Impact on Career Development and Professional Society Diversity17
Evaluation of the Virtual Interview Format for Resident Recruitment as a Result of COVID-19 Restrictions: Residency Program Directors’ Perspectives17
Utilizing Virtual Interviews in Residency Selection Beyond COVID-1917
Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments: An Urgent Challenge17
Telehealth and Medical Student Education in the Time of COVID-19—and Beyond17
Current Parental Leave Policies for Medical Students at U.S. Medical Schools: A Comparative Study17
Teaching Medical Students to Teach: A Narrative Review and Literature-Informed Recommendations for Student-as-Teacher Curricula16
Gender Bias in Collaborative Medical Decision Making: Emergent Evidence16
Mentoring Black Men in Medicine16
Training for Professional Uncertainty: Socialization of Medical Students Through the Residency Application Process16
Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane16
Consensus-Driven Priorities for Firearm Injury Education Among Medical Professionals16
We Burn Out, We Break, We Die: Medical Schools Must Change Their Culture to Preserve Medical Student Mental Health16
Medical Education Amid the COVID-19 Pandemic: New Perspectives for the Future16
Medical Education in Nepal: Impact and Challenges of the COVID-19 Pandemic16
The Evolution of Assessment: Thinking Longitudinally and Developmentally16
From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education16
Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future Directions16
Medical Education Systems in China: Development, Status, and Evaluation16
Development of a Tool to Assess Medical Oral Language Proficiency15
Deconstructing Racism, Hierarchy, and Power in Medical Education: Guiding Principles on Inclusive Curriculum Design15
A Call for One Health in Medical Education: How the COVID-19 Pandemic Underscores the Need to Integrate Human, Animal, and Environmental Health15
Ethics and Well-Being: The Health Professions and the COVID-19 Pandemic15
Disparities in Gender and Race Among Physician–Scientists: A Call to Action and Strategic Recommendations15
Exploring the Effect of COVID-19 on Graduate Nursing Education15
Beyond High-Stakes Testing: Learner Trust, Educational Commodification, and the Loss of Medical School Professionalism15
Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE)15
Medical Students’ Reflections on the Recent Changes to the USMLE Step Exams15
Acting Wisely: Eliminating Negative Bias in Medical Education—Part 2: How Can We Do Better?15
Mistaken Identity: Frequency and Effects of Gender-Based Professional Misidentification of Resident Physicians15
Full-Time Faculty in Clinical and Basic Science Departments by Sex and Underrepresented in Medicine Status: A 40-Year Review15
Professionalism as the Bedrock of High-Value Care15
Addressing Patient Bias and Discrimination Against Clinicians of Diverse Backgrounds15
Who Is Caring for Health Care Workers’ Families Amid COVID-19?15
“When No One Sees You as Black”: The Effect of Racial Violence on Black Trainees and Physicians15
Double Jeopardy: The USMLE for Osteopathic Medical Students15
Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education15
Does Educational Handover Influence Subsequent Assessment?14
Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers14
Art Museum-Based Teaching: Visual Thinking Strategies14
The Model Minority Myth, Data Aggregation, and the Role of Medical Schools in Combating Anti-Asian Sentiment14
Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review14
Supporting Inclusive Learning Environments and Professional Development in Medical Education Through an Identity and Inclusion Initiative14
Leadership Development in U.S. Undergraduate Medical Education: A Scoping Review of Curricular Content and Competency Frameworks14
Using Accreditation to Transform Diversity, Equity, and Inclusion Efforts Into Diversity, Equity, and Inclusion Systems14
Learning During and From a Crisis: The Student-Led Development of a COVID-19 Curriculum14
Dismantling Structural Stigma Related to Mental Health and Substance Use: An Educational Framework14
Normalizing Service Learning in Medical Education to Sustain Medical Student-Led Initiatives14
The Impact of the COVID-19 Pandemic on Pediatric Graduate Medical Education: Lessons Learned and Pathways Forward14
Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action14
Entrustable Professional Activities: Reflecting on Where We Are to Define a Path for the Next Decade14
Reliable Assessment of Surgical Technical Skills Is Dependent on Context: An Exploration of Different Variables Using Generalizability Theory13
Selecting Instruments for Measuring the Clinical Learning Environment of Medical Education: A 4-Domain Framework13
Approaching the COVID-19 Pandemic Response With a Health Equity Lens: A Framework for Academic Health Systems13
Differences in Health Care Access and Satisfaction Across Intersections of Race/Ethnicity and Sexual Identity13
The Relationship Between Burnout and Help-Seeking Behaviors, Concerns, and Attitudes of Residents13
Crossing the Virtual Chasm: Practical Considerations for Rethinking Curriculum, Competency, and Culture in the Virtual Care Era13
An Evaluation of Faculty Development Programs for Clinician–Educators: A Scoping Review13
Medical Education in the United States and Canada, 202013