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 2022-05-01 to 2026-05-01.)

Article	Citations
Learning from health justice partnerships	345
Front row seat: The role MMI assessors play in widening access to medical school	211
SOAP ^E in action: Pioneering a path to equity through a novel teaching approach	105
A three-step approach to enhancing the educational value of workplace-based assessments	104
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia	81
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	80
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	72
The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation	72
Dermatology is the natural lab for studying implicit associations in medicine	68
Embodying performance excellence in medicine: Can The Six Viewpoints help?	63
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	61
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	60
Submitting artificial intelligence in health professions education papers to Medical Teacher	58
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	55
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	53
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	53
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	50
The role of artificial intelligence in knowledge management for medical students and doctors	44
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	44
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	43
Response to: Twelve tips for fostering the next generation of medical teachers	41
The prescribing safety assessment: Protecting patients from poor prescribing	41
Redefining Academic Achievement: The Case for Mentorship in Italy	40
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	39

Examining the role of third-party resources in promoting anti-racist medical education	38
A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	37
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks	36
Perspective on faulty faculty development	36
An overview of global CME/CPD systems	36
Advancing primary care: Doctoral program for physician associates and nurse practitioners	36
CARECOS study: Medical students’ empathy as assessed with the CARE measure by examiners versus standardized patients during a formative Objective and Structured Clinical Examination (OSCE) station	34
Medical students as agents of change: A qualitative study of medical students’ self-governance	34
The relationship of psychological health and primary emotional traits in medical students	33
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	33