OOIR: Observatory of International Research

Papers

(The H4-Index of Anatomical Sciences Education is 26. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era	435
Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self‐efficacy instrument	81
Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students	77
Editorial Board and Table of Contents	61
	60
Donor memorialization practices at religious institutions in the United States	53
Empathy and cultural humility: Caribbean medical students' experience in Taiwan's Silent Teacher family interviews	52
Departing from standard practices: Strategic application of value engineering in the anatomy laboratory to enhance formaldehyde extraction using high‐impact, low‐cost, and low‐maintenance solutions	43
Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future	40
Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools	36
Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy	35
Developing 3D models using photogrammetry for virtual reality training in anatomy	34
The value of in‐person undergraduate dissection in anatomical education in the time of Covid‐19	32
Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study	31
Anatomy as embodied resistance in an age of digital abstraction	30
Teaching respect for body donors: A US medical student perspective	30
Three‐dimensional printing in anatomy education: Is it similarly useful for teaching of all anatomical regions and structures?	30
A comparison of pre‐ and post‐clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID‐19 pandemic	29
21st Annual Meeting of the Australian and New Zealand Association of Clinical Anatomists (ANZACA)	29
Student perceptions of remote versus on‐campus gross anatomy laboratories during COVID‐19	28
3D wildlife skull models for wildlife veterinary training	28
Motivational factors, attitudes, and knowledge about the cadaveric body donation program among body donors in Myanmar	27
Transforming histology students from passive lecture listeners into active lecture learners	27
A librarian's view of APA PsycTests, a database for psychological tests and measures	27
Graduate anatomy education: How are we training the future generations of anatomy educators?	27

A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies	26
The longitudinal development of low‐academic performance medical students' key self‐regulated learning processes during a basic sciences nervous system block using a combined diary intervention	26