Advances in Health Sciences Education

Papers
(The TQCC of Advances in Health Sciences Education is 6. 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 2020-05-01 to 2024-05-01.)
ArticleCitations
Gamification of health professions education: a systematic review210
Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education60
“Changing the narrative”: a study on professional identity formation among Black/African American physicians in the U.S.53
A history of assessment in medical education46
The need for health AI ethics in medical school education44
Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated37
Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators34
Exploring the impact of education on preclinical medical students’ tolerance of uncertainty: a qualitative longitudinal study31
Competences for implementation science: what trainees need to learn and where they learn it29
The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty28
The role of data science and machine learning in Health Professions Education: practical applications, theoretical contributions, and epistemic beliefs27
Southern exposure: levelling the Northern tilt in global medical and medical humanities education27
Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis24
Healthcare systems and the sciences of health professional education23
Systematic review of noncognitive factors influence on health professions students’ academic performance23
How cognitive psychology changed the face of medical education research22
How Covid-19 opened up questions of sociomateriality in healthcare education20
Exploring why we learn from productive failure: insights from the cognitive and learning sciences20
Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework19
Re-envisioning paradigms of education: towards awareness, alignment, and pluralism19
The implementation of interprofessional education: a scoping review17
Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education17
The effect of self-practicing systematic clinical observations in a multiplayer, immersive, interactive virtual reality application versus physical equipment: a randomized controlled trial17
Interdisciplinarity in medical education research: myth and reality17
A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why16
Specific mindfulness traits protect against negative effects of trait anxiety on medical student wellbeing during high-pressure periods16
How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover15
Study smart – impact of a learning strategy training on students’ study behavior and academic performance15
Shaping our worldviews: a conversation about and of theory15
Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research15
Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors’ perspectives14
Professional identity formation: linking meaning to well-being14
Creative leaps in theory: the might of abduction14
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach14
Japanese medical learners’ achievement emotions: Accounting for culture in translating Western medical educational theories and instruments into an asian context13
Clinical supervision in general practice training: the interweaving of supervisor, trainee and patient entrustment with clinical oversight, patient safety and trainee learning13
Intersectionality: a means for centering power and oppression in research13
“It was great to break down the walls between patient and provider”: liminality in a co-produced advisory course for psychiatry residents13
Massive open online course adoption amongst newly graduated health care providers12
More than surgical tools: a systematic review of robots as didactic tools for the education of professionals in health sciences12
Exploring professional identity in rehabilitation professions: a scoping review12
A phenomenological study of new doctors’ transition to practice, utilising participant-voiced poetry12
Feasibility assurance: a review of automatic item generation in medical assessment12
The learning experiences of dyslexic medical students during the COVID-19 pandemic: a phenomenological study12
How do students offer value to organisations through work integrated learning? A qualitative study using Social Exchange Theory11
A philosophical history of programmatic assessment: tracing shifting configurations11
Interprofessional and multiprofessional approaches in quality improvement education11
A scoping review of clinical reasoning research with Asian healthcare professionals11
A theoretical systematic review of patient involvement in health and social care education11
“We know what they’re struggling with”: student peer mentors’ embodied perceptions of teaching in a health professional education mentorship program11
Freedom from discrimination or freedom to discriminate? Discursive tensions within discrimination policies in medical education11
Exploring complexities in the reform of assessment practice: a critical realist perspective11
New ways of seeing: supplementing existing competency framework development guidelines with systems thinking11
Emotional intelligence in undergraduate medical students: a scoping review11
Artificial scholarship: LLMs in health professions education research10
Where we’ve come from, where we might go10
Physician-scientist or basic scientist? Exploring the nature of clinicians’ research engagement10
Thirty years of teaching evidence-based medicine: have we been getting it all wrong?10
Unraveling the medical residency selection game10
Exploring emergency physicians’ professional identities: a Q-method study9
Qualitative exploration of the medical learner’s journey into correctional health care at an academic medical center and its implications for medical education9
Learning to recognise what good practice looks like: how general practice trainees develop evaluative judgement9
How to support dental students in reading radiographs: effects of a gaze-based compare-and-contrast intervention9
Passing the microphone: broadening perspectives by amplifying underrepresented voices9
Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society9
Drawing on experience: exploring the pedagogical possibilities of using rich pictures in health professions education9
Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy9
Tensions in describing competency-based medical education: a study of Canadian key opinion leaders8
Congruence between nursing students’ and patients’ views of student–patient relationships8
The relationship between school burnout, sense of school belonging and academic achievement in preclinical medical students8
Professional identity research in the health professions—a scoping review8
“You can’t always get what you want…”: economic thinking, constrained optimization and health professions education8
Implicit bias instruction across disciplines related to the social determinants of health: a scoping review8
The rich potential for education research in family medicine and general practice8
Natural frequency trees improve diagnostic efficiency in Bayesian reasoning8
Inside-out: normalising practice-based IPE8
Educating for adaptive expertise: case examples along the medical education continuum8
Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-198
Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment8
Developing experts in health professions education research: knowledge politics and adaptive expertise7
Improving medical residents’ self-assessment of their diagnostic accuracy: does feedback help?7
Advancing quality culture in health professions education: experiences and perspectives of educational leaders7
Nursing students’ conceptions of competence and the learning processes that support the development of competence: a phenomenographic study7
The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study7
Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research?7
Assessment of factual recall and higher-order cognitive domains in an open-book medical school examination6
“The sins of our forefathers”: reimagining research in health professions education6
Uncovering the ecology of clinical education: a dramaturgical study of informal learning in clinical teams6
Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise6
Disruption in the space–time continuum: why digital ethnography matters6
How organizational culture influences holistic review: a qualitative multiple case study6
Strategies for resolving relational dilemmas while developing therapists' professional identity6
Do different response formats affect how test takers approach a clinical reasoning task? An experimental study on antecedents of diagnostic accuracy using a constructed response and a selected respons6
Multi-level longitudinal learning curve regression models integrated with item difficulty metrics for deliberate practice of visual diagnosis: groundwork for adaptive learning6
The efficacy of mindful practice in improving diagnosis in healthcare: a systematic review and evidence synthesis6
Pathways to performance in undergraduate medical students: role of conscientiousness and the perceived educational environment6
Exploring the relationship between emotion and cognitive load types during patient handovers6
Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomes6
Mixed methods, crimes, and misdemeanours6
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