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 2022-06-01 to 2026-06-01.)

Article	Citations
Learning from health justice partnerships	366
Front row seat: The role MMI assessors play in widening access to medical school	218
SOAP ^E in action: Pioneering a path to equity through a novel teaching approach	110
A three-step approach to enhancing the educational value of workplace-based assessments	106
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	87
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	85
Embodying performance excellence in medicine: Can The Six Viewpoints help?	73
Dermatology is the natural lab for studying implicit associations in medicine	73
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	69
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	65
Submitting artificial intelligence in health professions education papers to Medical Teacher	64
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	62
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	61
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	58
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	55
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	55
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	53
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	52
The role of artificial intelligence in knowledge management for medical students and doctors	46
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	45
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	44
The prescribing safety assessment: Protecting patients from poor prescribing	42
Redefining Academic Achievement: The Case for Mentorship in Italy	42
Response to: Twelve tips for fostering the next generation of medical teachers	42
A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEM	42

Examining the role of third-party resources in promoting anti-racist medical education	41
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	39
Perspective on faulty faculty development	38
Advancing primary care: Doctoral program for physician associates and nurse practitioners	37
The relationship of psychological health and primary emotional traits in medical students	36
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	34
Response to: “Dismantling medical education’s incompatible ideology”	34
Health professional education at global scale: The inaugural Lincoln Chen lecture	33
A critical perspective on transformative learning in faculty development	33