| Racial/Ethnic Disparities in Clinical Grading in Medical School |
14 |
| Adapting Maslow's Hierarchy of Needs as a Framework for Resident Wellness |
14 |
| Engaging the Transgender Community to Improve Medical Education and Prioritize Healthcare Initiatives |
9 |
| Examining Medical Student Specialty Choice Through a Gender Lens: An Orientational Qualitative Study |
6 |
| HPE as a Field: Implications for the Production of Compelling Knowledge |
6 |
| What Experiences in Medical School Trigger Professional Identity Development? |
6 |
| A Rasch Analysis Validation of the Maslach Burnout Inventory-Student Survey with Preclinical Medical Students |
6 |
| Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education |
6 |
| The Relationship Between Self-Esteem, Emotional Intelligence, and Empathy Among Students From Six Health Professional Programs |
5 |
| Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities |
5 |
| Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment |
5 |
| Medical Students' Use of Different Coping Strategies and Relationship With Academic Performance in Preclinical and Clinical Years |
4 |
| Cracking the Nut on LCME Standard 8.7: Innovations to Ensure Comparability Across Geographically Distributed Campuses |
4 |
| Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform |
4 |
| High-Stakes Collaborative Testing: Why Not? |
4 |
| Common Ground: Frameworks for Teaching Improvisational Ability in Medical Education |
4 |
| Transforming Preprofessional Health Education Through Relationship-Centered Care and Narrative Medicine |
4 |
| Patients of Our Own: Defining Ownership of Clinical Care in Graduate Medical Education |
4 |
| Attending Emergency Physicians' Perceptions of a Programmatic Workplace-Based Assessment System: The McMaster Modular Assessment Program (McMAP) |
4 |
| Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education |
4 |
| They Will Come to Understand: Supervisor Reflections on International Medical Electives |
3 |
| Conversation Starter: Advancing the Theory of Peer-Assisted Learning |
3 |
| Assessing the Validity of a Multidisciplinary Mini-Clinical Evaluation Exercise |
3 |
| Validity Evidence for a Residency Admissions Standardized Assessment Letter for Pediatrics |
3 |
| Using the Extended Parallel Process Model to Frame E-Professionalism Instruction in Healthcare Education |
3 |
| Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities |
3 |
| Peer Observation of Rounds Leads to Collegial Discussion of Teaching |
3 |
| Comparison of the Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) to a Single-Item Performance Score |
3 |
| Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program |
3 |
| How Medical Students' Compassionate Values Influence Help-Seeking Barriers |
3 |
| Working to Change Systems: Repatriated US Trained Japanese Physicians and the Reform of Generalist Fields in Japan |
3 |
| The Relationship of Emotions and Burnout to Medical Students' Academic Performance |
3 |
| A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace |
3 |
| Quantifying Heuristic Bias: Anchoring, Availability, and Representativeness |
3 |
| Project on the Good Physician: Further Evidence for the Validity of a Moral Intuitionist Model of Virtuous Caring |
3 |
| The Struggle Is Real: How Residents Learn to Provide High-Value, Cost-Conscious Care |
3 |
| Medical Students' Implicit Bias and the Communication of Norms in Medical Education |
2 |
| Development and Implementation of a School-Wide Institute for Excellence in Education to Enable Educational Scholarship by Medical School Faculty |
2 |
| A Sequential Implementation Model for Workforce Development: A Case Study of Medical Residency Training for Substance Use Concerns |
2 |
| Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams |
2 |
| The Complexity of Patients' Health Communication Social Networks: A Broadening of Physician Communication |
2 |
| Translation, Transcultural Adaptation, and Validation of the Empathy, Spirituality, and Wellness in Medicine Scale to the Brazilian Portuguese Language |
2 |
| Mindfulness Meditation and Interprofessional Cardiopulmonary Resuscitation: A Mixed-Methods Pilot Study |
2 |
| Barriers and Strategies to Engaging Our Community-Based Preceptors |
2 |
| Keystone: Exploring Pediatric Residents' Experiences in a Longitudinal Integrated Block |
2 |
| Medical Students Learn Professionalism in Near-Peer Led, Discussion-Based Small Groups |
2 |
| Discriminating Features of Narrative Evaluations of Communication Skills During an OSCE |
2 |
| Authorship Order in Medical Education Publications: In Search of Practical Guidance for the Community |
2 |
| Development and Evaluation of a Student-Initiated Test Preparation Program for the USMLE Step 1 Examination |
2 |
| Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments |
2 |
