Daniel Tolks

1.8k total citations
38 papers, 590 citations indexed

About

Daniel Tolks is a scholar working on Education, Public Health, Environmental and Occupational Health and Developmental and Educational Psychology. According to data from OpenAlex, Daniel Tolks has authored 38 papers receiving a total of 590 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Public Health, Environmental and Occupational Health and 10 papers in Developmental and Educational Psychology. Recurrent topics in Daniel Tolks's work include Innovative Teaching Methods (12 papers), Innovations in Medical Education (11 papers) and Problem and Project Based Learning (9 papers). Daniel Tolks is often cited by papers focused on Innovative Teaching Methods (12 papers), Innovations in Medical Education (11 papers) and Problem and Project Based Learning (9 papers). Daniel Tolks collaborates with scholars based in Germany, United States and United Kingdom. Daniel Tolks's co-authors include Sebastian Kühn, Inga Hege, Martin R. Fischer, Kevin Dadaczynski, Claudia Lampert, Susanne Gerhardt‐Szép, Antonio Sarikas, Martín Lemos, Barbara Eichner and Tobias Raupach and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Frontiers in Public Health.

In The Last Decade

Daniel Tolks

37 papers receiving 547 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Daniel Tolks Germany 15 240 220 86 75 70 38 590
Lise McCoy United States 10 221 0.9× 182 0.8× 73 0.8× 147 2.0× 44 0.6× 17 490
Kai Sostmann Germany 10 220 0.9× 187 0.8× 52 0.6× 22 0.3× 47 0.7× 18 495
Leisi Pei China 2 239 1.0× 178 0.8× 47 0.5× 28 0.4× 77 1.1× 2 514
Martín Lemos Germany 10 209 0.9× 147 0.7× 47 0.5× 47 0.6× 43 0.6× 26 446
Bas A. de Leng Netherlands 12 291 1.2× 314 1.4× 156 1.8× 128 1.7× 66 0.9× 27 640
Shoaleh Bigdeli Iran 13 135 0.6× 164 0.7× 38 0.4× 78 1.0× 102 1.5× 63 453
Angela M. Lui United States 10 543 2.3× 204 0.9× 69 0.8× 103 1.4× 33 0.5× 13 730
Lana Al‐Nusair United Kingdom 3 178 0.7× 220 1.0× 47 0.5× 15 0.2× 77 1.1× 6 557
Luke Woodham United Kingdom 12 97 0.4× 251 1.1× 223 2.6× 38 0.5× 109 1.6× 25 627
Mary Dankbaar Netherlands 12 197 0.8× 152 0.7× 149 1.7× 208 2.8× 67 1.0× 23 731

Countries citing papers authored by Daniel Tolks

Since Specialization
Citations

This map shows the geographic impact of Daniel Tolks's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Daniel Tolks with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Daniel Tolks more than expected).

Fields of papers citing papers by Daniel Tolks

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daniel Tolks. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Daniel Tolks. The network helps show where Daniel Tolks may publish in the future.

Co-authorship network of co-authors of Daniel Tolks

This figure shows the co-authorship network connecting the top 25 collaborators of Daniel Tolks. A scholar is included among the top collaborators of Daniel Tolks based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Daniel Tolks. Daniel Tolks is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Tolks, Daniel, et al.. (2025). Novel Blended Learning on Artificial Intelligence for Medical Students: Qualitative Interview Study. JMIR Medical Education. 11. e65220–e65220. 2 indexed citations
2.
Romeike, Bernd, Johannes Lang, Christoph Stosch, et al.. (2024). Barcamps or unconferences as an emerging paradigm in medical education: Insights from a pilot and feasibility mixed methods study. PLoS ONE. 19(8). e0309103–e0309103.
3.
Dadaczynski, Kevin, et al.. (2023). The untapped potential of Games for Health in times of crises. A critical reflection. Frontiers in Public Health. 11. 1140665–1140665. 2 indexed citations
4.
Tolks, Daniel, et al.. (2023). The Role of AI in Serious Games and Gamification for Health: Scoping Review. JMIR Serious Games. 12. e48258–e48258. 30 indexed citations
5.
Kügler, Joachim, et al.. (2022). Digitale Hochschullehre im ersten COVID-19-Semester. Ergebnisse einer Befragung von Lehrenden in Public Health, Medizin und Pflege. Prävention und Gesundheitsförderung. 18(1). 22–29. 5 indexed citations
6.
Dadaczynski, Kevin & Daniel Tolks. (2021). Digital health communication and health literacy in times of COVID-19. Planning and implementation of a special course of study in health promotion and prevention. SHILAP Revista de lepidopterología. 38(1). Doc31–Doc31. 4 indexed citations
7.
Huber, Johanna, et al.. (2021). The use of the online Inverted Classroom Model for digital teaching with gamification in medical studies. SHILAP Revista de lepidopterología. 38(1). Doc3–Doc3. 15 indexed citations
8.
Tolks, Daniel, et al.. (2020). Spielerische Ansätze in Prävention und Gesundheitsförderung: Serious Games und Gamification. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz. 63(6). 698–707. 26 indexed citations
9.
10.
Hege, Inga, et al.. (2020). Blended learning: ten tips on how to implement it into a curriculum in healthcare education. SHILAP Revista de lepidopterología. 37(5). Doc45–Doc45. 18 indexed citations
11.
Tolks, Daniel, et al.. (2020). Teaching in times of COVID-19. Challenges and opportunities for digital teaching. SHILAP Revista de lepidopterología. 37(7). Doc103–Doc103. 24 indexed citations
12.
Tolks, Daniel. (2019). Position des Beirats und Vorstands der Gesellschaft für Medizinische Ausbildung (GMA) zum „Masterplan Medizinstudium 2020“. Multilingual Matters (Channel View Publications). 36(4). 1 indexed citations
13.
Tolks, Daniel, Claudia Kiessling, Yvonne Hopf, et al.. (2019). Lernen aus Fehlern anhand eines fallbasierten Curriculums im medizinischen Querschnittsbereich Gesundheitssysteme/Gesundheitsökonomie und öffentliche Gesundheitspflege. Das Gesundheitswesen. 82(11). 909–914. 4 indexed citations
14.
Kühn, Sebastian, et al.. (2018). Digitale Lehr- und Lernangebote in der medizinischen Ausbildung: Schon am Ziel oder noch am Anfang?. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz. 61(2). 201–209. 8 indexed citations
15.
Kühn, Sebastian, et al.. (2017). Digitale Lehr- und Lernangebote in der medizinischen Ausbildung. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz. 61(2). 201–209. 76 indexed citations
16.
17.
Tolks, Daniel, Christine Schäfer, Tobias Raupach, et al.. (2016). An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. SHILAP Revista de lepidopterología. 33(3). Doc46–Doc46. 150 indexed citations
18.
Hege, Inga, Andrzej A. Kononowicz, Daniel Tolks, Samuel Edelbring, & Katja Kuehlmeyer. (2016). A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review. BMC Medical Education. 16(1). 146–146. 38 indexed citations
19.
Sostmann, Kai, et al.. (2010). Serious Games for Health: Spielend lernen und heilen mit Computerspielen? / Serious Games for Health: Learning and healing with video games?. SHILAP Revista de lepidopterología. 3 indexed citations
20.
Lampert, Claudia, et al.. (2009). Der gespielte Ernst des Lebens: Bestandsaufnahme und Potenziale von Serious Games (for Health). SHILAP Revista de lepidopterología. 15. 1–16. 18 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Lise McCoy Breakdown of academic impact, for papers by Kai Sostmann Breakdown of academic impact, for papers by Leisi Pei Breakdown of academic impact, for papers by Martín Lemos Breakdown of academic impact, for papers by Bas A. de Leng Breakdown of academic impact, for papers by Shoaleh Bigdeli Breakdown of academic impact, for papers by Angela M. Lui Breakdown of academic impact, for papers by Lana Al‐Nusair Breakdown of academic impact, for papers by Luke Woodham Breakdown of academic impact, for papers by Mary Dankbaar
Rankless by CCL
2026