| A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 Y Steinert, K Mann, A Centeno, D Dolmans, J Spencer, M Gelula, ... Medical teacher 28 (6), 497-526, 2006 | 1770 | 2006 |
| Reframing medical education to support professional identity formation RL Cruess, SR Cruess, JD Boudreau, L Snell, Y Steinert Academic Medicine 89 (11), 1446-1451, 2014 | 886 | 2014 |
| A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators RL Cruess, SR Cruess, JD Boudreau, L Snell, Y Steinert Academic Medicine 90 (6), 718-725, 2015 | 885 | 2015 |
| A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40 Y Steinert, K Mann, B Anderson, BM Barnett, A Centeno, L Naismith, ... Medical teacher 38 (8), 769-786, 2016 | 769 | 2016 |
| Role modelling—making the most of a powerful teaching strategy SR Cruess, RL Cruess, Y Steinert Bmj 336 (7646), 718-721, 2008 | 661 | 2008 |
| Amending Miller’s pyramid to include professional identity formation RL Cruess, SR Cruess, Y Steinert Academic Medicine 91 (2), 180-185, 2016 | 522 | 2016 |
| Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19 Y Steinert, L Naismith, K Mann Medical teacher 34 (6), 483-503, 2012 | 421 | 2012 |
| Medicine as a community of practice: implications for medical education RL Cruess, SR Cruess, Y Steinert Academic Medicine 93 (2), 185-191, 2018 | 368 | 2018 |
| Teaching medical professionalism: supporting the development of a professional identity RL Cruess, SR Cruess, Y Steinert Cambridge University Press, 2016 | 363 | 2016 |
| Stress and depressed mood in medical students, law students, and graduate students at McGill University KF Helmers, D Danoff, Y Steinert, M Leyton, SN Young Academic Medicine 72 (8), 708-14, 1997 | 346 | 1997 |
| Faculty development for teaching and evaluating professionalism: from programme design to curriculum change Y Steinert, S Cruess, R Cruess, L Snell Medical education 39 (2), 127-136, 2005 | 332 | 2005 |
| Student perceptions of effective small group teaching Y Steinert Medical education 38 (3), 286-293, 2004 | 323 | 2004 |
| Faculty development in the new millennium: key challenges and future directions Y Steinert Medical teacher 22 (1), 44-50, 2000 | 323 | 2000 |
| Learning together to teach together: Interprofessional education and faculty development Y Steinert Journal of interprofessional care 19 (sup1), 60-75, 2005 | 315 | 2005 |
| Supporting the development of a professional identity: general principles SR Cruess, RL Cruess, Y Steinert Medical teacher 41 (6), 641-649, 2019 | 313 | 2019 |
| Faculty development: from workshops to communities of practice Y Steinert Medical teacher 32 (5), 425-428, 2010 | 303 | 2010 |
| The importance of physician listening from the patients’ perspective: Enhancing diagnosis, healing, and the doctor–patient relationship J Jagosh, JD Boudreau, Y Steinert, ME MacDonald, L Ingram Patient education and counseling 85 (3), 369-374, 2011 | 289 | 2011 |
| The professionalism mini-evaluation exercise: a preliminary investigation R Cruess, JH McIlroy, S Cruess, S Ginsburg, Y Steinert Academic Medicine 81 (10), S74-S78, 2006 | 279 | 2006 |
| Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13 M Hammick, T Dornan, Y Steinert Medical teacher 32 (1), 3-15, 2010 | 250 | 2010 |
| Surgery residents and attending surgeons have different perceptions of feedback A Sender Liberman, M Liberman, Y Steinert, P McLeod, S Meterissian Medical teacher 27 (5), 470-472, 2005 | 226 | 2005 |
