Open door: engaging with our authors and providing guidance regarding appeals
vol.101 iss.11 (2026) pp.2 Bridging the experiential gap in artificial intelligence-based health professions education
vol.101 iss.11 (2026) pp.2 Reframing collaborative intelligence for the triadic interaction: doctor–patient–artificial intelligence
vol.101 iss.11 (2026) pp.2 Medical educators share responsibility to build learners’ social and adversity quotients
vol.101 iss.11 (2026) pp.2 Accessibility as a foundation for medical learner wellbeing
vol.101 iss.11 (2026) pp.2 Quiet quitting as moral self-protection in medical training
vol.101 iss.11 (2026) pp.2 Plagues, poisons, and perseverance: a medical school’s century
vol.101 iss.11 (2026) pp.2 Exploring educational aims beyond competency-based medical education
vol.101 iss.11 (2026) pp.2 Sustaining scholarship in fragile and conflict-affected health systems: an early-career call for adapted academic norms
vol.101 iss.11 (2026) pp.2 A look back at 150 years of the AAMC—and a century of Academic Medicine
vol.101 iss.11 (2026) pp.2 A journal as catalyst: Academic Medicine and the recognition of the clinician-educator
vol.101 iss.11 (2026) pp.2 Navigating the complex landscape of physician-family caregiving
vol.101 iss.11 (2026) pp.2 Navigating challenges in competency-based graduation: accelerating medical training while ensuring rigor and readiness for residency
vol.101 iss.11 (2026) pp.2 Centering the patient in student documentation: a novel curriculum and assessment rubric for patient-centered note-writing
vol.101 iss.11 (2026) pp.2 Improving the impact of medical student research through structured mentorship: a clinical research enterprise model
vol.101 iss.11 (2026) pp.2 Grant-o-thon: a designathon-informed grant writing program to enhance research grant writing skills in low- and middle-income countries
vol.101 iss.11 (2026) pp.2 Does USMLE performance predict residency milestone ratings in medical knowledge and patient care? A multisite, multispecialty study
vol.101 iss.11 (2026) pp.2 A machine learning approach to identifying students at risk for USMLE Step 1 examination delay using academic performance data
vol.101 iss.11 (2026) pp.2 Impact of delaying the USMLE Step 1 exam on subsequent academic performance in medical school: a retrospective study at UConn School of Medicine
vol.101 iss.11 (2026) pp.2 Should do or could do? Exploring how trainees make sense of when supervisors change their proposed clinical approach
vol.101 iss.11 (2026) pp.2 Cultivating caring practices in US clinical learning environments: a multi-site qualitative exploration of actions, barriers, and strategies
vol.101 iss.11 (2026) pp.2 Examining the academic physician workforce in the United States: work patterns, demographic characteristics, and COVID-19 effects
vol.101 iss.11 (2026) pp.2 Exploring cross-cultural and interprofessional faculty development: perspectives from Vietnamese health professions educators
vol.101 iss.11 (2026) pp.2 Sabbatical
vol.101 iss.11 (2026) pp.2 Reflections from a 28-year-old kid
vol.101 iss.11 (2026) pp.2 The mentors beside me
vol.101 iss.11 (2026) pp.2 Now you’re ready
vol.101 iss.11 (2026) pp.2 Implementing the Community of Inquiry framework for structured hybrid learning
vol.101 iss.11 (2026) pp.2 A primer on quality improvement
vol.101 iss.11 (2026) pp.2 ABC’s for learners to respond to public humiliation in medical schools
vol.101 iss.11 (2026) pp.2 Artist’s statement: What Is Worn, What Is Given
vol.101 iss.11 (2026) pp.2 The 2026 RIME foreword: a decade of Research in Medical Education (RIME): trends and future directions
vol.101 iss.11 (2026) pp.2 Signaling what matters: artifacts, values, and underlying assumptions in medical education
vol.101 iss.11 (2026) pp.2 The arc of failure: how medical students move through self-perceived failure in clinical training
vol.101 iss.11 (2026) pp.2 The ritualization of group handoff: a qualitative exploration of emergency medicine residents’ experiences with patient handoffs
vol.101 iss.11 (2026) pp.2 Mapping multimorbidity in undergraduate medical education: a scoping review
vol.101 iss.11 (2026) pp.2 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
vol.101 iss.11 (2026) pp.2 Bridging the experiential gap in artificial intelligence-based health professions education
vol.101 iss.11 (2026) pp.2 Reframing collaborative intelligence for the triadic interaction: doctor–patient–artificial intelligence
vol.101 iss.11 (2026) pp.2 Medical educators share responsibility to build learners’ social and adversity quotients
vol.101 iss.11 (2026) pp.2 Accessibility as a foundation for medical learner wellbeing
vol.101 iss.11 (2026) pp.2 Quiet quitting as moral self-protection in medical training
vol.101 iss.11 (2026) pp.2 Plagues, poisons, and perseverance: a medical school’s century
vol.101 iss.11 (2026) pp.2 Exploring educational aims beyond competency-based medical education
vol.101 iss.11 (2026) pp.2 Sustaining scholarship in fragile and conflict-affected health systems: an early-career call for adapted academic norms
vol.101 iss.11 (2026) pp.2 A look back at 150 years of the AAMC—and a century of Academic Medicine
vol.101 iss.11 (2026) pp.2 A journal as catalyst: Academic Medicine and the recognition of the clinician-educator
vol.101 iss.11 (2026) pp.2 Navigating the complex landscape of physician-family caregiving
vol.101 iss.11 (2026) pp.2 Navigating challenges in competency-based graduation: accelerating medical training while ensuring rigor and readiness for residency
vol.101 iss.11 (2026) pp.2 Centering the patient in student documentation: a novel curriculum and assessment rubric for patient-centered note-writing
vol.101 iss.11 (2026) pp.2 Improving the impact of medical student research through structured mentorship: a clinical research enterprise model
vol.101 iss.11 (2026) pp.2 Grant-o-thon: a designathon-informed grant writing program to enhance research grant writing skills in low- and middle-income countries
vol.101 iss.11 (2026) pp.2 Does USMLE performance predict residency milestone ratings in medical knowledge and patient care? A multisite, multispecialty study
vol.101 iss.11 (2026) pp.2 A machine learning approach to identifying students at risk for USMLE Step 1 examination delay using academic performance data
vol.101 iss.11 (2026) pp.2 Impact of delaying the USMLE Step 1 exam on subsequent academic performance in medical school: a retrospective study at UConn School of Medicine
vol.101 iss.11 (2026) pp.2 Should do or could do? Exploring how trainees make sense of when supervisors change their proposed clinical approach
vol.101 iss.11 (2026) pp.2 Cultivating caring practices in US clinical learning environments: a multi-site qualitative exploration of actions, barriers, and strategies
vol.101 iss.11 (2026) pp.2 Examining the academic physician workforce in the United States: work patterns, demographic characteristics, and COVID-19 effects
vol.101 iss.11 (2026) pp.2 Exploring cross-cultural and interprofessional faculty development: perspectives from Vietnamese health professions educators
vol.101 iss.11 (2026) pp.2 Sabbatical
vol.101 iss.11 (2026) pp.2 Reflections from a 28-year-old kid
vol.101 iss.11 (2026) pp.2 The mentors beside me
vol.101 iss.11 (2026) pp.2 Now you’re ready
vol.101 iss.11 (2026) pp.2 Implementing the Community of Inquiry framework for structured hybrid learning
vol.101 iss.11 (2026) pp.2 A primer on quality improvement
vol.101 iss.11 (2026) pp.2 ABC’s for learners to respond to public humiliation in medical schools
vol.101 iss.11 (2026) pp.2 Artist’s statement: What Is Worn, What Is Given
vol.101 iss.11 (2026) pp.2 The 2026 RIME foreword: a decade of Research in Medical Education (RIME): trends and future directions
vol.101 iss.11 (2026) pp.2 Signaling what matters: artifacts, values, and underlying assumptions in medical education
vol.101 iss.11 (2026) pp.2 The arc of failure: how medical students move through self-perceived failure in clinical training
vol.101 iss.11 (2026) pp.2 The ritualization of group handoff: a qualitative exploration of emergency medicine residents’ experiences with patient handoffs
vol.101 iss.11 (2026) pp.2 Mapping multimorbidity in undergraduate medical education: a scoping review
vol.101 iss.11 (2026) pp.2 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
