| How phenomenology can help us learn from the experiences of others |
35 |
| The do's, don't and don't knows of supporting transition to more independent practice |
12 |
| The reflective zombie: Problematizing the conceptual framework of reflection in medical education |
11 |
| Ethical dilemmas and reflexivity in qualitative research |
10 |
| When to trust our learners? Clinical teachers' perceptions of decision variables in the entrustment process |
10 |
| The learning environment and resident burnout: a national study |
9 |
| An exploratory study on microaggressions in medical school: What are they and why should we care? |
8 |
| #MedEd: exploring the relationship between altmetrics and traditional measures of dissemination in health professions education |
8 |
| Self-efficacy beliefs of medical students: a critical review |
7 |
| Drawing on drawings: Moving beyond text in health professions education research |
7 |
| Constructing critical thinking in health professional education |
7 |
| Cognitive load predicts point-of-care ultrasound simulator performance |
6 |
| It's all about relationships |
6 |
| Eliciting tacit knowledge: The potential of areflective approach to video-stimulated interviewing |
6 |
| Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students |
5 |
| Authoring the identity of learner before doctor in the figured world of medical school |
5 |
| Community action research track: Community-based participatory research and service-learning experiences for medical students |
5 |
| Getting with the times: a narrative review of the literature on group decision making in virtual environments and implications for promotions committees |
5 |
| Factors associated with scientific misconduct and questionable research practices in health professions education |
4 |
| Fostering medical students' lifelong learning skills with adashboard, coaching and learning planning |
4 |
| Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
4 |
| Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level |
4 |
| Validity evidence for programmatic assessment in competency-based education |
4 |
| Design and evaluation of a clinical competency committee |
4 |
| The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning |
4 |
| On learning in the clinical environment |
4 |
| When perception is reality: Resident perception of faculty gender parity in a university-based internal medicine residency program |
3 |
| Why institutional ethnography? Why now? Institutional ethnography in health professions education |
3 |
| Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation |
3 |
| Context and clinical reasoning |
3 |
| Guidelines: The dos, don'ts and don't knows of remediation in medical education |
3 |
| Scientific activity by medical students: the relationship between academic publishing during medical school and publication careers after graduation |
3 |
| Current practice of orthopaedic surgical skills training raises performance of supervised residents in total knee arthroplasty to levels equal to those of orthopaedic surgeons |
3 |
| Standardized residency training in China: the new internal medicine curriculum |
3 |
| How clinicians integrate humanism in their clinical workplaceJust trying to put myself in their human being shoes' |
3 |
| Using mobile virtual reality to enhance medical comprehension and satisfaction in patients and their families |
3 |
| Eye-tracking for assessing medical image interpretation: A pilot feasibility study comparing novice vs expert cardiologists |
3 |
| Identifying the narrative used by educators in articulating judgement of performance |
2 |
| Cultural competence and curricular design: learning the hard way |
2 |
| Examining the readiness of best evidence in medical education guides for integration into educational practice: Ameta-synthesis |
2 |
| End-of-life care in the Dutch medical curricula |
2 |
| Lessons learned from astudent-driven initiative to design and implement an Organ and Tissue Donation course across Canadian medical schools |
2 |
| Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study |
2 |
| Is postgraduate leadership education amatch for the wicked problems of health systems leadership? A critical systematic review |
2 |
| Visualizing faculty development impact: Asocial network analysis |
2 |
| Using Google Scholar to track the scholarly output of research groups |
2 |
| Use of an e-portfolio mapping tool: connecting experiences, analysis and action by learners |
2 |
| Influence of negative emotions on residents' learning of scientific information: an experimental study |
2 |
| A multiple-perspective approach for the assessment and learning of ultrasound skills |
2 |
| The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series |
2 |
