OOIR: Observatory of International Research

Papers

(The TQCC of Advances in Physiology Education is 3. 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 2021-05-01 to 2025-05-01.)

Article	Citations
A team-based learning model using clinical vignettes in an advanced undergraduate pre-health professional physiology course facilitated by medical students	54
37th Annual Meeting of the Ohio Physiological Society: October 6–7, 2023, The University of Toledo, Toledo, Ohio	42
Upskilling the cell therapy manufacturing workforce: design, implementation, and evaluation of a massive open online course	35
Validated checklist for assessing communication skills in undergraduate medical students: bridging the gap for effective doctor-patient interactions	30
Primer on reporting statistics: kayaks and walking trees once more	27
Art in Anatomy session as a method of formative feedback in preclerkship medical education	24
Virtual physiology laboratories: a medical student’s perspective	23
A task-based learning strategy in preclinical medical education	19
Infusing sociology into a physiology classroom: teaching the physiology of obesity through a socioscientific lens	18
Relationships between medical student wellness, self-efficacy, and academic performance during the “post-COVID” period	18
A blended learning exercise physiology theory module that supports student autonomy and improves academic performance	17
When one says yes and the other says no; does calcineurin participate in physiologic cardiac hypertrophy?	16
Development of critical thinking skills in human anatomy and physiology	16
Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic	16
Visualizing filtration: a hands-on model for understanding Starling forces in glomerular filtration rate	15
Inclusion of genital, sexual, and gender diversity in human reproductive teaching: impact on student experience and recommendations for tertiary educators	14
“Integration” concepts of physiology as learning competencies across all professional years of medical education	14
Using systems modeling to facilitate undergraduate physiology student learning and retention of difficult concepts	14
Virtual delivery: a panacea for the financial and ethical challenges associated with physiology laboratory classes?	14
Reply to Wong and O’Neill	14
Game-based learning enhances students’ understanding of endocrine physiology in veterinary medicine	14
Student preference for course approach to pedagogically different methodologies in anatomy and physiology	14
Hands-on nephron activity during lecture of urine formation	14
Reply to Chong and Lee	13
An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study	12

Student perceptions of the usefulness of core concepts when reasoning in physiology	12
From Anonymity to Engagement: The Benefits of Early-Semester Student-Instructor Meetings	12
Key considerations associated with the implementation of virtual reality to enhance the learning experiences in medical education	12
Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course	12
Formative assessment and student understanding of structure-function	11
Approaches to teaching about mechanisms of obesity in undergraduate pathophysiology courses	11
Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum	11
An exploratory study of freshman attrition from an Appalachian physiology program	11
Lowering barriers to active learning: a novel approach for online instructional environments	10
We used to get money to teach students, now we teach students to get money: medical education has become a market with credentials not knowledge the commodity!	10
We, um, have, like, a problem: excessive use of fillers in scientific speech	10
Introducing virtual classrooms for undergraduate physiology teaching during the COVID-19 pandemic: acceptance by students and subjective impact on learning	10
Creating your own line: reflections from early career scientists	10
The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course	10
Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion	9
The EMPOWER program: a history and guide for increasing diversity using integrated research and education	9
Using focused ethnography to inform biomedical research infrastructure enhancement at primarily undergraduate institutions	9
A workshop to enrich physiological understanding through hands-on learning about mitochondria-endoplasmic reticulum contact sites	9
Collaborative online international learning in physiology: a case study	8
Virtual immunology: an educational software to encourage antigen-antibody interaction learning	8
Mechanisms that underlie blood flow regulation at rest and during exercise	8
Interactive classroom: from motoneuron activity to skeletal muscle contraction and relaxation	8
Letter to the Editor regarding “Exercise physiology degrees in the United States: an update on secular trends” by J. L. Nuzzo	8
A primer: peer review process for Advances in Physiology Education	8
Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course	8
“Seeing red” reflects hemoglobin’s saturation state: a discovery-based activity for understanding the science of pulse oximetry	7
What happens to misunderstandings of biomedical concepts across a medical curriculum?	7
Accuracy and reliability of large language models in assessing learning outcomes achievement across cognitive domains	7
Pathophysiology teaching reform during the COVID-19 pandemic	7
Realizing the actual magnitudes of aortic diameter and cardiac output: a multisensory learning approach	7
An example of functional integration and application of diversity, inequities, and social determinants of health in an applied physiology course	7
Using office hour appointment data to illustrate a decline in student-faculty interaction during and after COVID-19	6
Establishing consensus for the core concepts of physiology in the Australian higher education context using the Delphi method	6
LecturePlus: a learner-centered teaching method to promote deep learning	6
Graham Hoyle (1923–1985): exploring the depths of muscle diversity	6
Evaluating an inquiry-based learning program	6
Enhancing medical students’ science communication skills: from the perspective of new media	6
A novel, interactive game to improve understanding of respiratory control pathways in first-year medical students	6
Multicenter Graduate Program in Physiological Sciences Meeting 2021: challenges for the early-career science workforce	6
Hans Berger (1873–1941): the German psychiatrist who recorded the first electrical brain signal in humans 100 years ago	6
Perceptions of academic preparedness of first-gen freshmen in a physiology major inform recommendations for program-level academic development initiatives	6
Report on the online course “Basic Concepts in Neurophysiology”: a course promoted during the COVID-19 pandemic quarantine	6
Reply to: “Lessons from the impact of COVID-19 on medical educational continuity and practices”	6
The pulmonary physiology of exercise	6
LGBTQ+ faculty, queering health sciences classrooms: student perspectives	6
The Diamond Framework for team-based active learning for physiology courses	5
Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19	5
Student perceptions of Twitter poll-based formative assessment in a rural medical college in India	5
Recreating an introductory physiology unit in the Core Concepts form: helping students to think like a physiologist	5
Impact of health behaviors on community well-being and resilience: teaching K-12 students with Jenga!	5

Formation of the Brazilian Network for Research and Training in Neuroscience and Physical Activity: a meeting report	5
A comparison of two learning approach inventories and their utility in predicting examination performance and study habits	5
“N.A.M.E.” FUN! Emojis may illustrate structure-function relationships of neurotransmitters to health professions students	5
Learning veterinary anatomy playing cards	5
Examining the impact of the core principles of physiology with prelicensure BSN and BSES students: a qualitative analysis	5
Physiological adaptation/phenotypic plasticity: a vital core concept from the medical and health care perspective	5
Scenario-based learning: preliminary evaluation of the method in terms of students’ academic achievement, in-class engagement, and learner/teacher satisfaction	5
Students are more than their scores: educators have the power to change how students perceive success	5
Using “evidence-based practice” to integrate physiological knowledge with practical application in an introductory undergraduate exercise physiology course	5
A 3-D-printed synaptic puzzle contributes to students’ synaptic transmission comprehension	5
Six logical steps that connect the introduction of the Nernst equation to its clinical application	5
Beyond emails: alternate methods to provide personalized feedback to learners online	4
Developing a “dry lab” activity using lower body negative pressure to teach physiology	4
External constraints that led to physiology lab improvements	4
Using case-based learning supported by role-playing situational teaching method in endocrine physiology education	4
Service learning and self-efficacy in exercise science: outcomes of a community fitness training program involving undergraduate Exercise Science students	4
Assembling a physical model helps students grasp human somatosensory pathways	4
Impact of COVID-19 on access to laboratories and human participants: exercise science faculty perspectives	4
What do we mean when we talk about “structure/function” relationships?	4
Unpacking the “movement of substances” core concept of physiology by an Australian team	4
A hands-on activity to teach the osmosis phenomenon	4
Balance the scale: inclusive learning environment and inclusive working environment	4
Can the introduction of an authentic learning exercise lead to the modulation of breakfast behavior in undergraduate students at University of La Réunion?	4
Flow down gradients: the problem of pressure in this physiology core concept	4
Do students effectively learn physiology through distance online instruction? Medical students’ perceptions and academic performance	4
An experiential learning course for cardiovascular and sleep technology	4
Changing trends in physiology education: approaches to integrate research into undergraduate medical curriculum	4
Grade-focused interactions in higher education: has the pursuit for good grades replaced learning?	4
From Virtual to Reality: Evaluating Student Attitudes through VR Dissection Preparations: A Use Case.	4
The birth of experimental physiology	4
ABCs of providing constructive feedback to students during small group learning activities	4
Internodal conduction pathways: revisiting a century-long debate on their existence, morphology, and location in the context of 2023 best science	4
The impact of weekly multicourse collective exams on pharmacy student academic behaviors and learning in an integrated biological sciences course	4
Planning and implementation of participant-centric group activity on research methodology: perceptions of postgraduate medical students in physiology	4
Team-based, problem-solving exercises using studies of diarrhea and oral rehydration encourage students to integrate knowledge of systems physiology	4
A cross-disciplinary approach to learning medical physiology and behavioral skills involving drama students performing as simulated patients	4
Discovery of the regulatory role of calcium ion in muscle contraction and relaxation: Setsuro Ebashi and the international emergence of Japanese muscle research	4
Reinforcement of core foundational science concepts during clinical rotations: a strategy to enhance medical student learning and diagnostic reasoning	4
TESOT: a teaching modality targeting the learning obstacles in global medical education	3
An educational game for teaching osmolarity and tonicity: opinions of dental and medical students	3
Active learning assignment: Legos and coins to explain glucose metabolism	3
An evaluation of two small group learning strategies among third-year medical students at the Faculty of Medicine, Siriraj Hospital, Mahidol University	3
Technology-enhanced teaching-learning methodologies for competencies under “renal physiology” to promote active learning	3
A low-cost 2-D sarcomere model to demonstrate titin-related mechanisms for force production	3
Student-led exercise testing and prescription has benefits for both students and their community volunteers	3
Outcomes of the UAMS summer undergraduate research program to increase diversity in research and health professions	3
Maximizing the benefits of team-based learning	3
BodyWorks: interactive interdisciplinary online teaching tools for biomechanics and physiology teaching	3
Don’t forget the veggies! Identifying and addressing a lack of vegetable education in physiology	3
Building a healthier information environment during COVID-19	3
“Aquilibria: The battle to balance”—a narrative card and board game on acid-base regulation for first-year medical students	3
In their own words: impact of donor information and personal statements on humanization of donors in a gross anatomy course	3
Teaching science with the “universal language” of music: alignment with the Universal Design for Learning framework	3
Frontier model chatbots can help instructors create, improve, and use learning objectives	3
Creating an immersive learning experience through digital escape rooms in physiology education	3
Covariational reasoning and item context affect language in undergraduate mass balance written explanations	3
Leveraging systematic review practice for research skill development in an undergraduate science course: a case study	3
Bridging vascular physiology to vascular medicine: an integrative laboratory class	3
Enhancing respiratory physiology education: innovative wet spirometer modifications for hands-on learning	3
PharmaMemory: an interactive, animated web application for learning autonomic physiology and pharmacology	3
Using the Teaching Career Enhancement Award from the American Physiological Society to train faculty to successfully implement flipped teaching	3
General trends in skeletal muscle coverage in undergraduate human anatomy and anatomy and physiology courses	3
A comprehensive report on the FAOPS 2023 teaching workshop and education symposium	3
Response to: “Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests”	3
Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium	3
The benefits of incorporating active learning into online, asynchronous coursework in dental physiology	3
Design and evaluation of a new consolidation exercise for students studying cardiac physiology: a digital escape room	3
Learning design in science education: perspectives from designing a graduate-level course in evidence-based teaching of science	3
MestreChef nutritional game: an alternative method to promote nutrition facts label reading in obesity outreach activities	3
Unpacking and validating the “cell membrane” core concept of physiology by an Australian team	3
PhysioCAFUN: a competency-based curriculum development guideline to strengthen physiology education in Africa	3
A color-coded graphical guide to the Hodgkin and Huxley papers	3
The use of role-play in the learning of medical terminology for online and face-to-face courses	3
Talk less, listen more	3
Rat skeletal muscle-nerve preparation to teach skeletal muscle physiology	3
Impacts of service learning-based social responsibility training on medical students	3
Reply to Surapaneni	3
The peer teachers’ perception of intrinsic motivation and rewards	3