| # | Title | Journal | Year | Citations |
|---|
| 1 | Educational strategies in curriculum development: the SPICES model | Medical Education | 1984 | 518 |
| 2 | What is a spiral curriculum? | Medical Teacher | 1999 | 498 |
| 3 | AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher | Medical Teacher | 2000 | 491 |
| 4 | A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education | BMC Medical Education | 2020 | 336 |
| 5 | AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective | Medical Teacher | 2001 | 315 |
| 6 | AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education – a unifying perspective | Medical Teacher | 2001 | 244 |
| 7 | AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide | Medical Teacher | 1999 | 202 |
| 8 | Cognitive Bias in Clinical Medicine | Journal of the Royal College of Physicians of Edinburgh, The | 2018 | 197 |
| 9 | Learning outcomes and instructional objectives: is there a difference? | Medical Teacher | 2002 | 187 |
| 10 | Ten questions to ask when planning a course or curriculum | Medical Education | 1986 | 181 |
| 11 | Researching feedback dialogue: an interactional analysis approach | Assessment and Evaluation in Higher Education | 2017 | 172 |
| 12 | AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment | Medical Teacher | 2001 | 171 |
| 13 | Task-based learning: the answer to integration and problem-based learning in the clinical years | Medical Education | 2000 | 155 |
| 14 | Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming | Medical Education | 2011 | 153 |
| 15 | An international virtual medical school (IVIMEDS): the future for medical education? | Medical Teacher | 2002 | 137 |
| 16 | AMEE Guide No. 18: Standard setting in student assessment | Medical Teacher | 2000 | 125 |
| 17 | Planning and implementing an undergraduate medical curriculum: the lessons learned | Medical Teacher | 2003 | 111 |
| 18 | Effects of basic clinical skills training on objective structured clinical examination performance | Medical Education | 2005 | 109 |
| 19 | Techniques of Identifying Competencies Needed of Doctors | Medical Teacher | 1985 | 91 |
| 20 | Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies | BMJ Open | 2015 | 91 |
| 21 | “It’s just a clash of cultures”: emotional talk within medical students’ narratives of professionalism dilemmas | Advances in Health Sciences Education | 2012 | 89 |
| 22 | AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules | Medical Teacher | 1995 | 82 |
| 23 | Theory in medical education research: how do we get there? | Medical Education | 2010 | 82 |
| 24 | A window into the lives of junior doctors: narrative interviews exploring antimicrobial prescribing experiences | Journal of Antimicrobial Chemotherapy | 2014 | 78 |
| 25 | Teaching the consultant teachers: identifying the core content | Medical Education | 2000 | 77 |
| 26 | Outcome-Based Education | Journal of Veterinary Medical Education | 2003 | 72 |
| 27 | AMEE Education Guide no. 28: The development and role of departments of medical education | Medical Teacher | 2005 | 72 |
| 28 | Assessment of the undergraduate medical education environment in a large UK medical school | Health Education Journal | 2006 | 72 |
| 29 | The place of the oral examination in today's assessment systems | Medical Teacher | 2005 | 71 |
| 30 | “A Morning Since Eight of Just Pure Grill”: A Multischool Qualitative Study of Student Abuse | Academic Medicine | 2011 | 69 |
| 31 | Approaches to curriculum planning | Medical Education | 1986 | 66 |
| 32 | Student perceptions of a portfolio assessment process | Medical Education | 2009 | 58 |
| 33 | Effective continuing education: the CRISIS criteria | Medical Education | 1992 | 57 |
| 34 | Measuring attitudes of doctors: the doctor-patient (DP) rating | Medical Education | 1988 | 56 |
| 35 | The implementation and evaluation of a mandatory multi‐professional obstetric skills training program | Acta Obstetricia Et Gynecologica Scandinavica | 2009 | 56 |
| 36 | Providing feedback to students on clinical skills by using the Objective Structured Clinical Examination | Medical Education | 1986 | 55 |
| 37 | OSCE: the Dundee experience | Medical Teacher | 2003 | 54 |
| 38 | AMEE Medical Education Guide No. 7.: Task-based learning: An educational strategy for undergraduat postgraduate and continuing medical education, Part 1 | Medical Teacher | 1996 | 53 |
| 39 | Current status of curriculum mapping in Canada and the UK | Medical Education | 2008 | 53 |
| 40 | Autoethnography: introducing ‘I’ into medical education research | Medical Education | 2015 | 48 |
| 41 | Exploring the tensions of being and becoming a medical educator | BMC Medical Education | 2017 | 48 |
| 42 | The construction of power in family medicine bedside teaching: a video observation study | Medical Education | 2013 | 42 |
| 43 | The long case and its modifications: a literature review | Medical Education | 2009 | 41 |
| 44 | Doctors’ identity transitions: Choosing to occupy a state of ‘betwixt and between’ | Medical Education | 2020 | 41 |
| 45 | Medical professionalism: what does the public think? | Clinical Medicine | 2010 | 40 |
| 46 | The Objective Structured Clinical Examination (OSCE) as a Determinant of Veterinary Clinical Skills | Journal of Veterinary Medical Education | 2006 | 39 |
| 47 | High-fidelity simulation in anesthesiology training: a survey of Canadian anesthesiology residents’ simulator experience | Canadian Journal of Anaesthesia | 2010 | 39 |
| 48 | Students’ perception of the learning environment in a distributed medical programme | Medical Education Online | 2010 | 37 |
| 49 | EditorialCompetency-based assessment: making it a reality | Medical Teacher | 2003 | 35 |
| 50 | ‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings | Teaching in Higher Education | 2013 | 35 |
