OOIR: Observatory of International Research

Papers

(The H4-Index of Medical Teacher is 33. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)

Article	Citations
Thematic analysis of qualitative data: AMEE Guide No. 131	1273
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149	209
Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63	190
An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64	146
AMEE Consensus Statement: Planetary health and education for sustainable healthcare	132
Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic	112
The recommended description of an entrustable professional activity: AMEE Guide No. 140	104
Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective	97
Adapting to the impact of COVID-19: Sharing stories, sharing practice	92
Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19	77
Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?	64
Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158	63
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138	57
Growth mindset in competency-based medical education	56
Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69	55
Optimizing resilience and wellbeing for healthcare professions trainees and healthcare professionals during public health crises – Practical tips for an ‘integrative resilience’ approach	55
Supporting a teacher identity in health professions education: AMEE Guide No. 132	55
Using activity theory to transform medical work and learning	53
Twelve tips for teaching implicit bias recognition and management	50
The ingredients of a rich entrustment decision	49
How we make choices and sacrifices in medical education during the COVID-19 pandemic	48
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education	47
Curricular needs for training telemedicine physicians: A scoping review	46
Faculty development and partnership with students to integrate sustainable healthcare into health professions education	46
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles	45

Twelve tips for conducting a virtual OSCE	43
Mixed reality as a time-efficient alternative to cadaveric dissection	40
Mindfulness-based mobile app reduces anxiety and increases self-compassion in healthcare students: A randomised controlled trial	40
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference	38
Aye, AI! ChatGPT passes multiple-choice family medicine exam	35
Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70	35
A scoping review of adaptive expertise in education	34
Medical students consulting from home: A qualitative evaluation of a tool for maintaining student exposure to patients during lockdown	34
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review	33
Indigenous perspectives on education for sustainable healthcare	33
Effects of seminar teaching method versus lecture-based learning in medical education: A meta-analysis of randomized controlled trials	33