OOIR: Observatory of International Research

Papers

(The H4-Index of Medical Teacher is 34. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Learning from health justice partnerships	466
Front row seat: The role MMI assessors play in widening access to medical school	248
SOAP ^E in action: Pioneering a path to equity through a novel teaching approach	120
A three-step approach to enhancing the educational value of workplace-based assessments	109
A proposed feedback model for the objective structured clinical examination (OSCE) in health and medical education	107
Dermatology is the natural lab for studying implicit associations in medicine	89
Embodying performance excellence in medicine: Can The Six Viewpoints help?	77
Exploring emerging physician competencies: Analyzing insights from medical care influencers on X	75
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	74
The role of artificial intelligence in knowledge management for medical students and doctors	74
Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools	72
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	69
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	68
Submitting artificial intelligence in health professions education papers to Medical Teacher	65
Examining medical students’ experience of gender-based discrimination and sexual harassment from clinical teachers at a UK medical school	60
Getting by with a little help from avatar friends: Use of AI-powered avatars to implement feedback training for faculty	57
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	56
Clinical competency committee perceptions of entrustable professional activities and their value in assessing fellows: A qualitative study of pediatric subspecialty program directors	55
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity	53
The prescribing safety assessment: Protecting patients from poor prescribing	52
Response to: Twelve tips for fostering the next generation of medical teachers	50
Redefining Academic Achievement: The Case for Mentorship in Italy	48
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	46
Examining the role of third-party resources in promoting anti-racist medical education	45
Perspective on faulty faculty development	43

A comparison of two different remote OSCEs during the COVID-19 pandemic: A candidate’s perspective	43
Advancing primary care: Doctoral program for physician associates and nurse practitioners	40
Response to: “Dismantling medical education’s incompatible ideology”	38
A critical perspective on transformative learning in faculty development	37
Health professional education at global scale: The inaugural Lincoln Chen lecture	36
Medical exams in the era of accessible Artificial Intelligence	36
Moral distress from professionalism dilemmas and its association with self-rated professionalism behaviors among Chinese residents	35
The positive and negative consequences of stress and its relationship with coping in medical students: A qualitative study	35
Performativity and showmanship in clinical learning: A boon or a bane?	34