Advances in Health Sciences Education

Papers
(The H4-Index of Advances in Health Sciences Education is 19. 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 2021-06-01 to 2025-06-01.)
ArticleCitations
Scholarly practice in healthcare professions: findings from a scoping review65
Reproducibility and replicability in health professions education research65
Mapping Educational uncertainty stimuli to support health professions educators’ in developing learner uncertainty tolerance59
Cognitive diagnostic modelling in healthcare professions education: an eye-opener36
Comparing the effectiveness of two diagnostic approaches for the interpretation of oral radiographic lesions by dental students33
Seeing the invisible: extracurricular learning processes and learning outcome as experienced by student volunteers accompanying persons in a socially vulnerable situation to healthcare appointments—an33
Emotional intelligence in undergraduate medical students: a scoping review27
Assessing clinical competence: a multitrait-multimethod matrix construct validity study26
How organizational culture influences holistic review: a qualitative multiple case study24
Not ready in the ways that count– a qualitative exploration of junior doctor’s perceived preparedness for practice using Legitimation Code Theory23
“It really puts me in a bind”, professionalism dilemmas reported by Chinese residents23
Mastery versus invention learning: impacts on future learning of simulated procedural skills22
Medical handovers: tacit consensus on interaction22
Power to the people? A co-produced critical review of service user involvement in mental health professions education22
How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?21
Across the Twitter-verse: Is Twitter an equitable tool in academic medicine? A scoping review21
“I felt like a little kind of jolt of energy in my chest”: embodiment in learning in continuing professional development for general practitioners21
The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school20
Trust, but verify19
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