OOIR: Observatory of International Research

Papers

(The H4-Index of Medical Education is 27. 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 2021-08-01 to 2025-08-01.)

Article	Citations
	94
A circulating cadaveric simulation model for neurosurgery residents	75
	74
Peer‐assisted learning in medical education: A systematic review and meta‐analysis	66
Meaning making about performance: A comparison of two specialty feedback cultures	48
Tackling teaching patient safety: gamification to the rescue	44
How argumentation theory can inform assessment validity: A critical review	44
Reclaiming the ‘person’ and advocacy for good clinical care in psychiatric residency training through medical humanities	43
Empowering rural educators: Strategies for overcoming barriers in clinical teaching	42
Student‐led ward rounds	38
The role of groups in assessing learners with specific learning difficulties	38
The power of stories: Supporting professional identity transitions through longitudinal coaching	35
Addressing disparities in capital to promote social equity in medical education	35
When I say … ‘non‐clinical practice’	34
Brace yourself: Medical Education is again being unleashed	33
A pipeline for health systems science in postbaccalaureate premedical programmes	32
The problem with adopting a marathon mindset	32
An Interpretive Phenomenological Analysis of paediatric cardiology trainee experiences during COVID‐19	30
Advancing consideration of gender within health profession education: What is required?	30
In support of appropriate psychological debriefing	29
Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study	28
Mentorship for all in academic medicine	28
Investigating feelings of imposterism in first‐year medical student narratives	28
When I say … Emotional labour	27
Researching models of innovation and adoption in health professions education	27

Patients' perspectives on medical students' professionalism: Blind spots and opportunities	27
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing	27