The cost of a better sentence: generative artificial intelligence and the future of academic medicine
vol.101 iss.10 (2026) pp.2 Can objective structured clinical examinations authentically assess clinical reasoning skills?
vol.101 iss.10 (2026) pp.2 Artificial intelligence in peer review: beyond the distinction between assistance and substitution
vol.101 iss.10 (2026) pp.2 Beyond satisfaction: embedding feedback literacy in medical education
vol.101 iss.10 (2026) pp.2 Naming learner agency at the bedside: FPTAL (from passive reception to active learning) as a dialogic bridge
vol.101 iss.10 (2026) pp.2 Apply as appropriate: challenges to generating general reporting and quality standards for quantitative research in health professions education
vol.101 iss.10 (2026) pp.2 Research as a medical student: the hidden curriculum of opportunity
vol.101 iss.10 (2026) pp.2 Hollow documentation: forensic and educational risks of artificial intelligence-generated clinical records
vol.101 iss.10 (2026) pp.2 The next century of Academic Medicine : balancing high tech and high touch in the age of artificial intelligence
vol.101 iss.10 (2026) pp.2 The primacy of first impressions: when moments become medicine
vol.101 iss.10 (2026) pp.2 Applying a learning analytics lifecycle framework to identify gaps in digital learning design: a worked example in health professions education
vol.101 iss.10 (2026) pp.2 Discharge as a supervised management moment: the SAFE-DC communication tool
vol.101 iss.10 (2026) pp.2 Training apart, together: team dynamics in individual sports and surgical residency
vol.101 iss.10 (2026) pp.2 A mixed methods evaluation of a six-year primary care community safety net-academic partnership model
vol.101 iss.10 (2026) pp.2 Large language models in professionalism and ethical decision-making education: a transferable process for generating concordance of professional judgment items
vol.101 iss.10 (2026) pp.2 A framework for inclusion: fostering representation in physical medicine and rehabilitation and beyond through dedicated mentorships and workshops
vol.101 iss.10 (2026) pp.2 How to give your workload policy SWAG: creation of a Student Workload Advisory Group to reduce workload hour exceedances for preclerkship medical students
vol.101 iss.10 (2026) pp.2 Artificial intelligence teaching assistants: a scalable solution for supporting struggling medical students
vol.101 iss.10 (2026) pp.2 Assessing core entrustable professional activities in the pre-clerkship phase of undergraduate medical education
vol.101 iss.10 (2026) pp.2 Early immersion and primary care careers: evidence from a preclerkship rotation
vol.101 iss.10 (2026) pp.2 It is the unknown that matters: program directors’ perspectives on information gaps in learner educational handovers
vol.101 iss.10 (2026) pp.2 Improving order-entry competency: insights from interprofessional stakeholders to inform medical education
vol.101 iss.10 (2026) pp.2 Reflective ability in medical trainees: reliability and practicality of a measurement instrument and assessment in a large cohort
vol.101 iss.10 (2026) pp.2 Adapting Maslow’s Hierarchy of Needs to a student advising framework
vol.101 iss.10 (2026) pp.2 Integrating coaching activities into the educator portfolio
vol.101 iss.10 (2026) pp.2 How documentation shapes the physician-patient relationship
vol.101 iss.10 (2026) pp.2 What would have happened if I was not there?
vol.101 iss.10 (2026) pp.2 The value of not knowing
vol.101 iss.10 (2026) pp.2 Artist’s statement: L’Homme (Being)
vol.101 iss.10 (2026) pp.2 Addressing the challenge of suicide among physicians and physicians-in-training
vol.101 iss.9 (2026) pp.2 Ethical considerations for the use of stress in clinical education
vol.101 iss.9 (2026) pp.2 Longitudinal durability and the hidden curriculum in high-value care education
vol.101 iss.9 (2026) pp.2 Equity as an implementation principle in precision medical education
vol.101 iss.9 (2026) pp.2 Women’s leadership in academic medicine requires structural change, not representation alone
vol.101 iss.9 (2026) pp.2 Preference signals may not be enough: a strategic framework for international medical graduates in The Match process
vol.101 iss.9 (2026) pp.2 Before we trust the scores: rethinking virtual reality in medical assessment
vol.101 iss.9 (2026) pp.2 Generative artificial intelligence-assisted learning and the rise of pseudo-competence in medical trainees
vol.101 iss.9 (2026) pp.2 Artificial intelligence in medical education: promise, caution, and the need for restraint
vol.101 iss.9 (2026) pp.2 Suicidal ideation in residency: recommendations for building a supportive learning environment
vol.101 iss.9 (2026) pp.2 Strengthening academic medicine’s public mandate in a time of intense challenge
vol.101 iss.9 (2026) pp.2 From Flexner to artificial intelligence: 100 years of Academic Medicine
vol.101 iss.9 (2026) pp.2 Faculty affairs as a lever for faculty well-being
vol.101 iss.9 (2026) pp.2 Health professions education in a constrained financing era: implications of the One Big Beautiful Bill Act.
vol.101 iss.9 (2026) pp.5 Paging the algorithm: applying the Best Available Human principle to graduate medical education
vol.101 iss.9 (2026) pp.2 Reframing professionalism around trustworthiness: a practical approach to professionalism curriculum development
vol.101 iss.9 (2026) pp.2 Cultivating health science education innovation: the RISE Innovator Development Program
vol.101 iss.9 (2026) pp.2 Designing a digital education track for medical residents using the Four Component Instructional Design model
vol.101 iss.9 (2026) pp.2 One is too many: suicidality among general surgery residents
vol.101 iss.9 (2026) pp.2 Occupational distress factors associated with suicidal ideation among physicians and comparison with other US workers
vol.101 iss.9 (2026) pp.2 Associations and differences between occupational burnout and depression in large studies of U.S. physicians
vol.101 iss.9 (2026) pp.2
vol.101 iss.10 (2026) pp.2 Can objective structured clinical examinations authentically assess clinical reasoning skills?
vol.101 iss.10 (2026) pp.2 Artificial intelligence in peer review: beyond the distinction between assistance and substitution
vol.101 iss.10 (2026) pp.2 Beyond satisfaction: embedding feedback literacy in medical education
vol.101 iss.10 (2026) pp.2 Naming learner agency at the bedside: FPTAL (from passive reception to active learning) as a dialogic bridge
vol.101 iss.10 (2026) pp.2 Apply as appropriate: challenges to generating general reporting and quality standards for quantitative research in health professions education
vol.101 iss.10 (2026) pp.2 Research as a medical student: the hidden curriculum of opportunity
vol.101 iss.10 (2026) pp.2 Hollow documentation: forensic and educational risks of artificial intelligence-generated clinical records
vol.101 iss.10 (2026) pp.2 The next century of Academic Medicine : balancing high tech and high touch in the age of artificial intelligence
vol.101 iss.10 (2026) pp.2 The primacy of first impressions: when moments become medicine
vol.101 iss.10 (2026) pp.2 Applying a learning analytics lifecycle framework to identify gaps in digital learning design: a worked example in health professions education
vol.101 iss.10 (2026) pp.2 Discharge as a supervised management moment: the SAFE-DC communication tool
vol.101 iss.10 (2026) pp.2 Training apart, together: team dynamics in individual sports and surgical residency
vol.101 iss.10 (2026) pp.2 A mixed methods evaluation of a six-year primary care community safety net-academic partnership model
vol.101 iss.10 (2026) pp.2 Large language models in professionalism and ethical decision-making education: a transferable process for generating concordance of professional judgment items
vol.101 iss.10 (2026) pp.2 A framework for inclusion: fostering representation in physical medicine and rehabilitation and beyond through dedicated mentorships and workshops
vol.101 iss.10 (2026) pp.2 How to give your workload policy SWAG: creation of a Student Workload Advisory Group to reduce workload hour exceedances for preclerkship medical students
vol.101 iss.10 (2026) pp.2 Artificial intelligence teaching assistants: a scalable solution for supporting struggling medical students
vol.101 iss.10 (2026) pp.2 Assessing core entrustable professional activities in the pre-clerkship phase of undergraduate medical education
vol.101 iss.10 (2026) pp.2 Early immersion and primary care careers: evidence from a preclerkship rotation
vol.101 iss.10 (2026) pp.2 It is the unknown that matters: program directors’ perspectives on information gaps in learner educational handovers
vol.101 iss.10 (2026) pp.2 Improving order-entry competency: insights from interprofessional stakeholders to inform medical education
vol.101 iss.10 (2026) pp.2 Reflective ability in medical trainees: reliability and practicality of a measurement instrument and assessment in a large cohort
vol.101 iss.10 (2026) pp.2 Adapting Maslow’s Hierarchy of Needs to a student advising framework
vol.101 iss.10 (2026) pp.2 Integrating coaching activities into the educator portfolio
vol.101 iss.10 (2026) pp.2 How documentation shapes the physician-patient relationship
vol.101 iss.10 (2026) pp.2 What would have happened if I was not there?
vol.101 iss.10 (2026) pp.2 The value of not knowing
vol.101 iss.10 (2026) pp.2 Artist’s statement: L’Homme (Being)
vol.101 iss.10 (2026) pp.2 Addressing the challenge of suicide among physicians and physicians-in-training
vol.101 iss.9 (2026) pp.2 Ethical considerations for the use of stress in clinical education
vol.101 iss.9 (2026) pp.2 Longitudinal durability and the hidden curriculum in high-value care education
vol.101 iss.9 (2026) pp.2 Equity as an implementation principle in precision medical education
vol.101 iss.9 (2026) pp.2 Women’s leadership in academic medicine requires structural change, not representation alone
vol.101 iss.9 (2026) pp.2 Preference signals may not be enough: a strategic framework for international medical graduates in The Match process
vol.101 iss.9 (2026) pp.2 Before we trust the scores: rethinking virtual reality in medical assessment
vol.101 iss.9 (2026) pp.2 Generative artificial intelligence-assisted learning and the rise of pseudo-competence in medical trainees
vol.101 iss.9 (2026) pp.2 Artificial intelligence in medical education: promise, caution, and the need for restraint
vol.101 iss.9 (2026) pp.2 Suicidal ideation in residency: recommendations for building a supportive learning environment
vol.101 iss.9 (2026) pp.2 Strengthening academic medicine’s public mandate in a time of intense challenge
vol.101 iss.9 (2026) pp.2 From Flexner to artificial intelligence: 100 years of Academic Medicine
vol.101 iss.9 (2026) pp.2 Faculty affairs as a lever for faculty well-being
vol.101 iss.9 (2026) pp.2 Health professions education in a constrained financing era: implications of the One Big Beautiful Bill Act.
vol.101 iss.9 (2026) pp.5 Paging the algorithm: applying the Best Available Human principle to graduate medical education
vol.101 iss.9 (2026) pp.2 Reframing professionalism around trustworthiness: a practical approach to professionalism curriculum development
vol.101 iss.9 (2026) pp.2 Cultivating health science education innovation: the RISE Innovator Development Program
vol.101 iss.9 (2026) pp.2 Designing a digital education track for medical residents using the Four Component Instructional Design model
vol.101 iss.9 (2026) pp.2 One is too many: suicidality among general surgery residents
vol.101 iss.9 (2026) pp.2 Occupational distress factors associated with suicidal ideation among physicians and comparison with other US workers
vol.101 iss.9 (2026) pp.2 Associations and differences between occupational burnout and depression in large studies of U.S. physicians
vol.101 iss.9 (2026) pp.2
