| AMEE Guide no. 34: Teaching in the clinical environment S Ramani, S Leinster Medical teacher 30 (4), 347-364, 2008 | 656 | 2008 |
| Twelve tips for giving feedback effectively in the clinical environment S Ramani, SK Krackov Medical teacher 34 (10), 787-791, 2012 | 491 | 2012 |
| Twelve tips for developing effective mentors S Ramani, L Gruppen, EK Kachur Medical teacher 28 (5), 404-408, 2006 | 333 | 2006 |
| Twelve tips to improve bedside teaching S Ramani Medical teacher 25 (2), 112-115, 2003 | 293 | 2003 |
| Whither bedside teaching? A focus-group study of clinical teachers S Ramani, JD Orlander, L Strunin, TW Barber Academic Medicine 78 (4), 384-390, 2003 | 230 | 2003 |
| Improving bedside teaching: findings from a focus group study of learners KN Williams, S Ramani, B Fraser, JD Orlander Academic Medicine 83 (3), 257-264, 2008 | 211 | 2008 |
| Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships S Ramani, KD Könings, S Ginsburg, CPM van der Vleuten Medical teacher 41 (6), 625-631, 2019 | 177 | 2019 |
| Introducing medical educators to qualitative study design: Twelve tips from inception to completion S Ramani, K Mann Medical teacher 38 (5), 456-463, 2016 | 164 | 2016 |
| Twelve tips to promote excellence in medical teaching S Ramani Medical teacher 28 (1), 19-23, 2006 | 146 | 2006 |
| “It's just not the culture”: a qualitative study exploring residents' perceptions of the impact of institutional culture on feedback S Ramani, SE Post, K Könings, K Mann, JT Katz, C van der Vleuten Teaching and learning in medicine 29 (2), 153-161, 2017 | 121 | 2017 |
| About politeness, face, and feedback: exploring resident and faculty perceptions of how institutional feedback culture influences feedback practices S Ramani, KD Könings, KV Mann, EE Pisarski, CPM van der Vleuten Academic Medicine 93 (9), 1348-1358, 2018 | 117 | 2018 |
| Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106 S Ramani, K Mann, D Taylor, H Thampy Medical teacher 38 (7), 642-655, 2016 | 114 | 2016 |
| Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138 KD Könings, S Mordang, F Smeenk, L Stassen, S Ramani Medical teacher 43 (8), 924-936, 2021 | 106 | 2021 |
| Twelve tips for excellent physical examination teaching S Ramani Medical Teacher 30 (9-10), 851-856, 2008 | 83 | 2008 |
| Assessing clinical reasoning: targeting the higher levels of the pyramid H Thampy, E Willert, S Ramani Journal of general internal medicine 34, 1631-1636, 2019 | 82 | 2019 |
| Feedback redefined: principles and practice S Ramani, KD Könings, S Ginsburg, CPM van der Vleuten Journal of general internal medicine 34, 744-749, 2019 | 82 | 2019 |
| Continuing professional development to foster behaviour change: from principles to practice in health professions education S Ramani, GT McMahon, EG Armstrong Medical teacher 41 (9), 1045-1052, 2019 | 75 | 2019 |
| Gender differences in the treatment of cerebrovascular disease S Ramani, S Byrne‐Logan, KM Freund, A Ash, W Yu, MA Moskowitz Journal of the American Geriatrics Society 48 (7), 741-745, 2000 | 72 | 2000 |
| A guide to reflexivity for qualitative researchers in education S Ramani, KD Könings, K Mann, CPM van der Vleuten Academic Medicine 93 (8), 1257, 2018 | 66 | 2018 |
| A pilot study assessing knowledge of clinical signs and physical examination skills in incoming medicine residents S Ramani, BN Ring, R Lowe, D Hunter Journal of Graduate Medical Education 2 (2), 232-235, 2010 | 62 | 2010 |
Karen D. Könings, PhDAssociate Professor, Maastricht University, FHML, SHE; Honorary Professor, University of East AngliaVerified email at maastrichtuniversity.nl
