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
Internationalization of medical education in China: An investigation of medical graduates’ global competence and its influencing factors	55
Medical students’ experiences of the Senior Citizen Partnership Program: Evaluation of a five-year longitudinal program	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
Global surgery education in Belgium: Student’s knowledge, attitudes and exposure	44
The role of artificial intelligence in knowledge management for medical students and doctors	44
Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich pictures	43
The prescribing safety assessment: Protecting patients from poor prescribing	41
Response to: Twelve tips for fostering the next generation of medical teachers	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
Advancing primary care: Doctoral program for physician associates and nurse practitioners	36
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
Medical students as agents of change: A qualitative study of medical students’ self-governance	34
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
Disentangling faculty development: A scoping review towards a rich description of the concept and its practice	33
The relationship of psychological health and primary emotional traits in medical students	33