OOIR: Observatory of International Research

Papers

(The TQCC of Advances in Physiology Education is 4. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Lessons learned while creating an effective emergency remote learning environment for students during the COVID-19 pandemic	42
Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia	33
Evolution in statistics: P values, statistical significance, kayaks, and walking trees	33
Evaluating the performance of ChatGPT in medical physiology university examination of phase I MBBS	32
Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic	31
Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests	31
Student assessment of online tools to foster engagement during the COVID-19 quarantine	31
Another look at the core concepts of physiology: revisions and resources	30
Utilizing serious games for physiology and anatomy learning and revision	30
Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management	27
Smartphone-assisted experimentation as a didactic strategy to maintain practical lessons in remote education: alternatives for physiology education during the COVID-19 pandemic	25
Self-directed learning: assessment of students’ abilities and their perspective	24
Teaching evidence-based medicine with electronic databases for preclinical education	21
A comparison of the effectiveness of dissection and prosection on short-term anatomic knowledge retention in a reciprocal peer-teaching program	21
Moving student research forward during the COVID-19 pandemic	21
Reflections on core concepts for undergraduate physiology programs	20
Reimagining physiology education with interactive content developed in H5P	19
Letter to the Editor: Resources and recommendations for a quick transition to online instruction in physiology	18
Virtual flipped teaching during the COVID-19 pandemic	18
Are virtual physiology laboratories effective for student learning? A systematic review	17
Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study	17
Lessons from the impact of COVID-19 on medical educational continuity and practices	16
Augmented reality-based learning for the comprehension of cardiac physiology in undergraduate biomedical students	15
Integrating the basic sciences in medical curricula: focus on the basic scientists	15
To what extent do preclinical veterinary students in the UK utilize online resources to study physiology	14

A preference for peers over faculty: implementation and evaluation of medical student-led physiology exam review tutorials	14
Implementation of flipped classroom combined with case- and team-based learning in residency training	14
Physiology core concepts in the classroom: reflections from faculty	13
It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution	13
Establishing consensus for the core concepts of physiology in the Australian higher education context using the Delphi method	13
Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program	13
Evaluation of core concepts of physiology in undergraduate physiology curricula: results from faculty and student surveys	12
The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study	12
Use of core concepts of physiology can facilitate student transfer of learning	12
A controlled intervention to improve freshman retention in a STEM-based physiology major	12
Understanding preload and preload reserve within the conceptual framework of a limited range of possible left ventricular end-diastolic volumes	12
Effect of self-regulated learning and technology-enhanced activities on anatomy learning, engagement, and course outcomes in a problem-based learning program	12
Do-it-yourself physiology labs: Can hands-on laboratory classes be effectively replicated online?	12
The refinement of flipped teaching implementation to include retrieval practice	12
Integrating synapse, muscle contraction, and autonomic nervous system game: effect on learning and evaluation of students’ opinions	11
Core concepts in physiology: teaching homeostasis through pattern recognition	11
A meme-based approach for enhancing student engagement and learning in renal physiology	11
Pathophysiology teaching reform during the COVID-19 pandemic	11
International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories	11
Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students	10
We, um, have, like, a problem: excessive use of fillers in scientific speech	10
Professional skills for physiology majors: defining and refining	10
Developing a science outreach program and promoting “PhUn” all year with rural K–12 students	9
Impact of COVID-19 on access to laboratories and human participants: exercise science faculty perspectives	9
Not yet a dinosaur: the chalk talk	9
Tackling acid-base disorders, one Twitter poll at a time	9
Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19	9
Adaptive strategies to conduct participant-centric structured virtual group discussions for postgraduate students in the wake of the COVID-19 pandemic	9
Validating The Core Concept Of “Mass Balance”	9
The effectiveness of combining e-learning, peer teaching, and flipped classroom for delivering a physiology laboratory course to nursing students	9
Structured oral examination as an effective assessment tool in lab-based physiology learning sessions	9
The benefits of incorporating active learning into online, asynchronous coursework in dental physiology	8
What do we mean when we talk about “structure/function” relationships?	8
Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness	8
Rain Classroom assisted by WeChat for preliminary online physiology teaching during the COVID-19 pandemic	8
Ten maxims for creating a safe learning environment	8
A classic experiment revisited: membrane permeability changes during the action potential	8
Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do it?	8
Do students effectively learn physiology through distance online instruction? Medical students’ perceptions and academic performance	8
Mapping the core concepts of physiology across Australian university curricula	8
Programming course for health science as a strategy to engage students during the coronavirus pandemic	8
The case for coordinating efforts to establish program guidelines and strengthen physiology undergraduate degree programs	8
Undergraduate research programs build skills for diverse students	8
A student practical to conceptualize the importance of Poiseuille’s law and flow control in the cardiovascular system	8
Design, implementation, and assessment of an interactive simulation to teach undergraduate immunology students hemolytic disease of the newborn	7
The racist “one drop rule” influencing science: it is time to stop teaching “race corrections” in medicine	7
Zooming past the coronavirus lockdown: online spirometry practical demonstration with student involvement in analysis by remote control	7
Undergraduates from underrepresented groups gain research skills and career aspirations through summer research fellowship	7
The impact of COVID-19 on student learning during the transition from remote to in-person learning: using mind mapping to identify and address faculty concerns	7
Should students change their answers on multiple choice questions?	7

The peer teachers’ perception of intrinsic motivation and rewards	6
Quantitative study of lecture attendance and the association between this attendance and academic outcomes for nursing and nonnursing students in an introductory pathophysiology course	6
A new model for organizing curriculum alignment initiatives	6
A hydraulic model of cardiovascular physiology and pathophysiology embedded into a computer-based teaching system for student training in laboratory courses	6
Start with the end in mind: using student career aspirations and employment data to inform curriculum design for physiology undergraduate degree programs	6
Revisiting the role of concept mapping in teaching and learning pathophysiology for medical students	6
Teaching cardiac excitation-contraction coupling using a mathematical computer simulation model of human ventricular myocytes	6
Student preference for course approach to pedagogically different methodologies in anatomy and physiology	6
Student performance and perceptions of anatomy and physiology across face-to-face, hybrid, and online teaching lab styles	6
Nutrition education on obesity and diabetes to medical students	6
Research experiences and online professional development increase teachers’ preparedness and use of effective STEM pedagogy	6
A brief history of the Physiology Majors Interest Group (P-MIG)	6
Undergraduates’ lived experience of project-/problem-based learning in introductory biology	5
Retrospective analysis of a STEM outreach event reveals positive influences on student attitudes toward STEM careers but not scientific methodology	5
Cumulative oral examinations in undergraduate human physiology: process, student perceptions, and outcomes	5
Report on the online course “Basic Concepts in Neurophysiology”: a course promoted during the COVID-19 pandemic quarantine	5
New era of medical education: asynchronous and synchronous online teaching during and after COVID-19	5
Critical skill of teaching: learning the cognitive and emotional states of our students during class	5
A primer on tissue pH and local anesthetic potency	5
The construction of high-magnification homemade lenses for a simple microscope: an easy “DIY” tool for biological and interdisciplinary education	5
Approaches used for teaching anatomy and physiology in the university pre-professional program at King Saud bin Abdulaziz University for Health Sciences	5
Using two-dimensional ultrasound imaging to examine venous pressure	5
Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic	5
Effects of voluntary attendance patterns on first-year medical students’ wellness and academic performance during COVID-19	5
How to be a GREAT mentor	5
A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus	5
Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic	5
A task-based learning strategy in preclinical medical education	5
The Nernst equation: using physico-chemical laws to steer novel experimental design	5
From proposal to poster: course-based undergraduate research experience in a physiology laboratory course	5
Lectures and collaborative working improves the performance of medical students	5
Reducing cognitive load during video lectures in physiology with eye movement modeling and pauses: a randomized controlled study	5
Advising physiology students: perceptions from the programs	5
Virtual immunology: an educational software to encourage antigen-antibody interaction learning	4
Oaks to arteries: the Physiology Core Concept of flow down gradients supports transfer of student reasoning	4
Faculty perceptions of the exercise science student learning experience during the coronavirus pandemic	4
A team-based learning model using clinical vignettes in an advanced undergraduate pre-health professional physiology course facilitated by medical students	4
The implementation of active learning practices in a South African physiology class: a follow-up study	4
Remembering the canonical discoverers of the core components of the mammalian cardiac conduction system: Keith and Flack, Aschoff and Tawara, His, and Purkinje	4
Survey of case study users during pandemic shift to remote instruction	4
The past, the present, and the future of flipped teaching	4
A plumber’s guide to the cardiovascular system	4
Implementation of an authentic learning exercise in a postgraduate physiology classroom setting	4
Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students	4
Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum	4
Unpacking and validating the “integration” core concept of physiology by an Australian team	4
Integrating active learning activities and metacognition into STEM writing courses	4
Home-based physiology labs in the time of COVID-19 prove popular with medical students	4
Impacts of service learning-based social responsibility training on medical students	4
Design and evaluation of a new consolidation exercise for students studying cardiac physiology: a digital escape room	4
The impact of using virtual patients in preclinical pharmacology teaching	4
Interactive retrieval practice in renal physiology improves performance on customized National Board of Medical Examiners examination of medical students	4
Unpacking the homeostasis core concept in physiology: an Australian perspective	4
Illustrating clinical relevance in the preclerkship medical school curriculum through active learning with KardiaMobile electrocardiography	4
Inquiry in oral communication: adapting oral examinations for teaching introductory physiology students to evaluate scientific research studies	4
Use of Facebook groups as a strategy for continuum involvement of students with physiology after finishing a physiology course	4
Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses	4
Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum	4
TESOT: a teaching modality targeting the learning obstacles in global medical education	4
Diagram comprehension ability of college students in an introductory biology course	4