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Top-Cited Medical Education Articles Published in Medical Education Journals - Category Search, Ranked From 1 to 50 (List A) Appendix 1
The top-cited articles in medical education: a bibliometric analysis. Azer SA. Acad Med. 2015 Aug;90(8):1147-61
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Problem-based learning: a review of literature on its outcomes and implementation issues. Albanese MA, Mitchell S. Academic Medicine 1993 Jan;68(1):52-81.
Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Medical Teacher. 2005 Jan;27(1):10-28. Review.
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The psychological basis of problem-based learning: a review of the evidence. Norman GR, Schmidt HG. Academic Medicine. 1992 Sep;67(9):557-65. Review.
A cognitive perspective on medical expertise: theory and implication. Schmidt HG, Norman GR, Boshuizen HP. Academic Medicine. 1990 Oct;65(10):611-21.
Does problem-based learning work? A meta-analysis of evaluative research.
Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Ericsson KA. Academic Medicine. 2004 Oct;79(10 Suppl):S70-81. Review.
Lost in knowledge translation: time for a map? Graham ID, Logan J, Harrison MB, Straus SE, Tetroe J, Caswell W, Robinson N. Journal of Continuing Education in the Health Professions. 2006 Winter;26(1):13-24.
Assessment of clinical competence using an objective structured clinical examination (OSCE). Harden RM, Gleeson FA. Medical Education. 1979 Jan;13(1):41-54.
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The hidden curriculum, ethics teaching, and the structure of medical education.
The assessment of clinical skills/competence/performance. Miller GE. Academic Medicine. 1990 Sep;65(9 Suppl):S63-7.
Beyond curriculum reform: confronting medicine's hidden curriculum.
A taxonomy of problem-based learning methods. Barrows HS. Medical Education. 1986 Nov;20(6):481-6.
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Problem-based learning: rationale and description. Schmidt HG. Medical Education. 1983 Jan;17(1):11-16.
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Effectiveness of problem-based learning curricula: research and theory. Colliver JA. Academic Medicine. 2000 Mar;75(3):259-66.
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The assessment of professional competence: Developments, research and practical implications. Van Der Vleuten CP. Advances in Health Sciences Education: Theory and Practice. 1996 Jan;1(1):41-67. doi: 10.1007/BF00596229.
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Teaching and learning in ambulatory care settings: a thematic review of the literature.
Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Regehr G, MacRae H, Reznick RK, Szalay D. Academic Medicine. 1998 Sep;73(9):993-7.
An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC. Barrows HS. Academic Medicine. 1993 Jun;68(6):443-51; discussion 451-3. Review.
The impact of E-learning in medical education. Ruiz JG, Mintzer MJ, Leipzig RM. Academic Medicine. 2006 Mar;81(3):207-12. Review.
The importance of cognitive errors in diagnosis and strategies to minimize them.
Communication failures: an insidious contributor to medical mishaps. Sutcliffe KM, Lewton E, Rosenthal MM. Academic Medicine. 2004 Feb;79(2):186-94.
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Essential elements of communication in medical encounters: the Kalamazoo consensus statement. Makoul G. Academic Medicine. 2001 Apr;76(4):390-3. Review.
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Effectiveness of problem-based learning curricula: theory, practice and paper darts. Norman GR, Schmidt HG. Medical Education. 2000 Sep;34(9):721-8.
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Assessing professional competence: from methods to programmes. van der Vleuten CP, Schuwirth LW. Medical Education. 2005 Mar;39(3):309-17.
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The effect of assessments and examinations on the learning of medical students. Newble DI, Jaeger K. Medical Education. 1983 May;17(3):165-71.
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Foundations of problem-based learning: some explanatory notes. Schmidt HG. Medical Education. 1993 Sep;27(5):422-32.
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Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Feudtner C, Christakis DA, Christakis NA.
Strategies for improving teaching practices: a comprehensive approach to faculty development. Wilkerson L, Irby DM. Academic Medicine. 1998 Apr;73(4):387-96. Review.
Validity: on meaningful interpretation of assessment data. Downing SM. Medical Education. 2003 Sep;37(9):830-7
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Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Dyrbye LN, Thomas MR, Shanafelt TD. Academic Medicine. 2006 Apr;81(4):354-73. Review.
A review of the validity and accuracy of self-assessments in health professions training. Gordon MJ. Academic Medicine. 1991 Dec;66(12):762-9. Review.
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. Medical Teacher. 2006 Sep;28(6):497-526. R
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Simulation-based medical education: an ethical imperative. Ziv A, Wolpe PR, Small SD, Glick S. Academic Medicine. 2003 Aug;78(8):783-8. Review.
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Shifting paradigms: from Flexner to competencies. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Academic Medicine. 2002 May;77(5):361-7.
Research in clinical reasoning: past history and current trends. Norman G. Medical Education. 2005 Apr;39(4):418-27. Review.
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Learning styles and approaches: implications for medical education. Newble DI, Entwistle NJ. Medical Education. 1986 May;20(3):162-75.
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AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes. Harden J R Crosby M H Davis M Friedman RM. Medical Teacher. 1999;21(6):546-52. doi: 10.1080/01421599978951.
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Determinants of primary care specialty choice: a non-statistical meta-analysis of the literature. Bland CJ, Meurer LN, Maldonado G. Academic Medicine. 1995 Jul;70(7):620-41.
What clinical teachers in medicine need to know. Irby DM. Academic Medicine. 1994 May;69(5):333-42.
Toward a normative definition of medical professionalism. Swick HM. Academic Medicine. 2000 Jun;75(6):612-6.
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Assessing professional behavior: yesterday, today, and tomorrow. Arnold L. Academic Medicine. 2002 Jun;77(6):502-15. Review.
Issues in cognitive psychology: implications for professional education. Regehr G, Norman GR. Academic Medicine. 1996 Sep;71(9):988-1001. Review.
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Introducing physician order entry at a major academic medical center: II. Impact on medical education. Massaro TA. Academic Medicine. 1993 Jan;68(1):25-30.
Simulation in surgical training: educational issues and practical implications. Kneebone R. Medical Education. 2003 Mar;37(3):267-77.
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A best evidence systematic review of interprofessional education: BEME Guide no. 9. Hammick M, Freeth D, Koppel I, Reeves S, Barr H. Medical Teacher. 2007 Oct;29(8):735-51. doi: 10.1080/01421590701682576. Review.
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What every teacher needs to know about clinical reasoning. Eva KW. Medical Education. 2005 Jan;39(1):98-106. Review.
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A review of studies concerning effects of sleep deprivation and fatigue on residents' performance. Samkoff JS, Jacques CH. Academic Medicine. 1991 Nov;66(11):687-93. Review
Effective supervision in clinical practice settings: a literature review. Kilminster SM, Jolly BC. Medical Education. 2000 Oct;34(10):827-40. Review.
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Interdisciplinary education and teamwork: a long and winding road. Hall P, Weaver L. Medical Education. 2001 Sep;35(9):867-75. Review.
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Essentials of problem-based learning. Walton HJ, Matthews MB. Medical Education. 1989 Nov;23(6):542-58. No abstract available.
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Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Papadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Academic Medicine. 2004 Mar;79(3):244-9.
Validation of an objective structured assessment of technical skill for surgical residents. Faulkner H, Regehr G, Martin J, Reznick R. Academic Medicine. 1996 Dec;71(12):1363-5.
An empirical study of decline in empathy in medical school. Hojat M, Mangione S, Nasca TJ, Rattner S, Erdmann JB, Gonnella JS, Magee M. Medical Education. 2004 Sep;38(9):934-41.
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Cross-cultural medical education: conceptual approaches and frameworks for evaluation. Betancourt JR. Academic Medicine. 2003 Jun;78(6):560-9.
Junior faculty members' mentoring relationships and their professional development in U.S. medical schools. Palepu A, Friedman RH, Barnett RC, Carr PL, Ash AS, Szalacha L, Moskowitz MA. Academic Medicine. 1998 Mar;73(3):318-23.
The New Mexico experiment: educational innovation and institutional change. Kaufman A, Mennin S, Waterman R, Duban S, Hansbarger C, Silverblatt H, Obenshain SS, Kantrowitz M, Becker T, Samet J, et al. Academic Medicine. 1989 Jun;64(6):285-94.
Top-Cited Medical Education Articles Published Across All Journals in the Web of Knowledge - Keyword Search, Ranked from 1- 50 (List B) Appendix 2
Evidence-based medicine. A new approach to teaching the practice of medicine. Evidence-Based Medicine Working Group. Journal of the American Medical Association. 1992 Nov 4;268(17):2420-5.
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Effective physician-patient communication and health outcomes: a review. Stewart MA. Canadian Medical Association Journal. 1995 May 1;152(9):1423-33.
Defining and assessing professional competence. Epstein RM, Hundert EM. Journal of the American Medical Association. 2002 Jan 9;287(2):226-35. Review.
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Medical professionalism in the new millennium: a physician charter. ABIM Foundation. American Board of Internal Medicine; ACP-ASIM Foundation. American College of Physicians-American Society of Internal Medicine; European Federation of Internal Medicine.
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Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Medical Teacher. 2005 Jan;27(1):10-28. Review.
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Kirschner Paul A, Sweller John, Clark Richard E. Educational Psychologist. 2006 41(2)
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Feedback and Self-Regulated Learning: A Theoretical Synthesis. Butler Deborah L and Winne Phillip H. Review of Educational Research. 1995 Autumn:65(3):245-281
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Using self-report assessment methods to explore facets of mindfulness. Baer RA, Smith GT, Hopkins J, Krietemeye J, Toney L. Assessment. 2006 Mar;13(1):27-45.
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Comparison of vignettes, standardized patients, and chart abstraction: a prospective validation study of 3 methods for measuring quality. Peabody JW, Luck J, Glassman P, Dresselhaus TR, Lee M. Journal of the American Medical Association. 2000 Apr 5;283(13
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Mindful practice. Epstein RM. Journal of the American Medical Association. 1999 Sep 1;282(9):833-9.
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Cognitive Tutors: Lessons Learned. Anderson John R, Corbett Albert T, Koedinger Kenneth R, and Ray. Pelletier. Journal of the Learning Sciences. 1995 4(2):167-207.
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The Power of Feedback. Hattie John and Timperley Helen. Review of Educational Research. 2007 March 77: 81-112.
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Motivation and education: The self-determination perspective. Deci EL, Vallerand RJ, Pelletier LG, Ryan RM. Educational psychologist. 1991 Jun 1;26(3-4):325-46.
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Self-Efficacy and Academic Motivation. Schunk Dale H. Educational Psychologist. 1991 26(3-4):207-231
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Improving physicians' interviewing skills and reducing patients' emotional distress. A randomized clinical trial. Roter DL, Hall JA, Kern DE, Barker LR, Cole KA, Roca RP. Archives of Internal Medicine. 1995 Sep 25;155(17):1877-84.
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Doctor-patient communication: the Toronto consensus statement. Simpson M, Buckman R, Stewart M, Maguire P, Lipkin M, Novack D, Till J. British Medical Journal. 1991 Nov 30;303(6814):1385-7. Review.
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Simulation technology for health care professional skills training and assessment. Issenberg SB, McGaghie WC, Hart IR, Mayer JW, Felner JM, Petrusa ER, Waugh RA, Brown DD, Safford RR, Gessner IH, Gordon DL, Ewy GA. Journal of the American Medical Associat
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Laparoscopic training on bench models: better and more cost effective than operating room experience? Scott DJ, Bergen PC, Rege RV, Laycock R, Tesfay ST, Valentine RJ, Euhus DM, Jeyarajah DR, Thompson WM, Jones DB. Journal of the American College of Surge
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Problem-Based Learning: What and How Do Students Learn? Hmelo-Silver, CE. EducationalPsychology Review. 2004 Sep;16(3):235–266.
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Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Nicol David J. and Macfarlane‐Dick Debra. Studies In Higher Education. 2006 Apr;31(2):199-218.
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Assessment in Medical Education. Epstein Ronald M. New England Journal of Medication. 2007 Jan 25;356(4):387-396.
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Calibrating the physician. Personal awareness and effective patient care. Working Group on Promoting Physician Personal Awareness, American Academy on Physician and Patient. Novack DH, Suchman AL, Clark W, Epstein RM, Najberg E, Kaplan C. Journal of the A
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Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Annals of Surgery. 2005 Feb;241(2):364-7
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Assessment of clinical competence. Wass V, Van der Vleuten C, Shatzer J, Jones R. Lancet. 2001 Mar 24;357(9260):945-9. Review.
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Anaesthetists' Non-Technical Skills (ANTS): evaluation of a behavioural marker system. Fletcher G, Flin R, McGeorge P, Glavin R, Maran N, Patey R. British Journal of Anaesthesia. 2003 May;90(5):580-8.
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Effects of problem-based learning: A meta-analysis. Dochy Filip, Segers Mien, Bossche Piet Van den, Gijbels David. Learning and Instruction. 2003 Oct;13(5):533-568.
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Courses involving complementary and alternative medicine at US medical schools. Wetzel MS, Eisenberg DM, Kaptchuk TJ. Journal of the American Medical Association. 1998 Sep 2;280(9):784-7.
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Learning objectives for medical student education--guidelines for medical schools: report I of the Medical School Objectives Project. [No authors listed]. Academic Medicine. 1999 Jan;74(1):13-8.
Disciplinary action by medical boards and prior behavior in medical school. Papadakis MA, Teherani A, Banach MA, Knettler TR, Rattner SL, Stern DT, Veloski JJ, Hodgson CS. New England Journal of Medicine. 2005 Dec 22;353(25):2673-82.
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American medical education 100 years after the Flexner report. Cooke M, Irby DM, Sullivan W, Ludmerer KM. New England Journal Medicine. 2006 Sep 28;355(13):1339-44.
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The mini-CEX: a method for assessing clinical skills. Norcini JJ, Blank LL, Duffy FD, Fortna GS. Annals of Internal Medicine. 2003 Mar 18;138(6):476-81.
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