Abigail Konopasky

710 total citations
58 papers, 358 citations indexed

About

Abigail Konopasky is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Psychiatry and Mental health. According to data from OpenAlex, Abigail Konopasky has authored 58 papers receiving a total of 358 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Public Health, Environmental and Occupational Health, 17 papers in Family Practice and 14 papers in Psychiatry and Mental health. Recurrent topics in Abigail Konopasky's work include Innovations in Medical Education (27 papers), Clinical Reasoning and Diagnostic Skills (17 papers) and Empathy and Medical Education (14 papers). Abigail Konopasky is often cited by papers focused on Innovations in Medical Education (27 papers), Clinical Reasoning and Diagnostic Skills (17 papers) and Empathy and Medical Education (14 papers). Abigail Konopasky collaborates with scholars based in United States, Netherlands and Taiwan. Abigail Konopasky's co-authors include Steven J. Durning, Kimberly Sheridan, Alexis Battista, Anthony R. Artino, Dario Torre, Lara Varpio, Jerusalem Merkebu, Elexis McBee, Temple Ratcliffe and Renée E. Stalmeijer and has published in prestigious journals such as SHILAP Revista de lepidopterología, Philosophical Transactions of the Royal Society B Biological Sciences and Journal of General Internal Medicine.

In The Last Decade

Abigail Konopasky

46 papers receiving 346 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Abigail Konopasky United States 11 165 153 73 62 51 58 358
Ting Dong United States 13 282 1.7× 87 0.6× 73 1.0× 32 0.5× 105 2.1× 27 492
Silas Taylor Australia 10 183 1.1× 74 0.5× 86 1.2× 44 0.7× 27 0.5× 23 286
Agnes E. Dodds Australia 12 180 1.1× 69 0.5× 77 1.1× 19 0.3× 112 2.2× 41 362
Judy M. Spak United States 8 183 1.1× 42 0.3× 119 1.6× 40 0.6× 72 1.4× 9 346
Shuh Shing Lee Singapore 11 143 0.9× 29 0.2× 59 0.8× 46 0.7× 98 1.9× 31 282
Annemarie Spruijt Netherlands 9 187 1.1× 81 0.5× 43 0.6× 19 0.3× 152 3.0× 22 332
Emma Bartle Australia 12 277 1.7× 33 0.2× 190 2.6× 50 0.8× 138 2.7× 32 541
Denise Kay United States 9 152 0.9× 30 0.2× 56 0.8× 45 0.7× 130 2.5× 25 373
Marjolein Heijne-Penninga Netherlands 8 160 1.0× 56 0.4× 46 0.6× 19 0.3× 155 3.0× 23 375
Lisa Faden Canada 10 151 0.9× 38 0.2× 60 0.8× 32 0.5× 190 3.7× 15 384

Countries citing papers authored by Abigail Konopasky

Since Specialization
Citations

This map shows the geographic impact of Abigail Konopasky'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 Abigail Konopasky with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Abigail Konopasky more than expected).

Fields of papers citing papers by Abigail Konopasky

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Abigail Konopasky. 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 Abigail Konopasky. The network helps show where Abigail Konopasky may publish in the future.

Co-authorship network of co-authors of Abigail Konopasky

This figure shows the co-authorship network connecting the top 25 collaborators of Abigail Konopasky. A scholar is included among the top collaborators of Abigail Konopasky 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 Abigail Konopasky. Abigail Konopasky 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.
Konopasky, Abigail, Gabrielle M. Finn, & Lara Varpio. (2025). Moving Beyond Static, Individualistic Approaches to Agency: Theories of Agency for Medical Education Researchers: AMEE Guide No. 177. Medical Teacher. 47(8). 1252–1261.
2.
Konopasky, Abigail, et al.. (2025). The power with us: experiences of resisting oppression among Black women physicians in academic medicine. Advances in Health Sciences Education.
3.
Cristancho, Sayra, et al.. (2025). A picture's worth a thousand words: Enhancing qualitative data collection with rich pictures. Anatomical Sciences Education. 19(1). 130–143.
4.
5.
Wyatt, Tasha R., et al.. (2024). When I say … belonging. Medical Education. 59(6). 578–580. 1 indexed citations
6.
Konopasky, Abigail, et al.. (2024). Are Pre-clerkship Remediation, Grading, and Reporting Practices Equitable in the U.S.? A National Survey. Teaching and Learning in Medicine. 37(4). 495–504. 1 indexed citations
7.
Cianciolo, Anna T., Abigail Konopasky, Neera R. Jain, et al.. (2024). What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example. Medical Teacher. 47(6). 946–948.
8.
Konopasky, Abigail, Ting‐Lan Ma, & Tasha R. Wyatt. (2024). Pushing , standing and bringing to light : How medical trainees conceptualise professional resistance. Medical Education. 58(11). 1343–1349. 5 indexed citations
9.
Maggio, Lauren A., et al.. (2024). Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology. Journal of General Internal Medicine. 40(1). 217–225. 1 indexed citations
10.
Konopasky, Abigail, et al.. (2023). Experiences of agency in historically underrepresented racial and ethnic dental faculty at predominantly white institutions. Journal of Dental Education. 87(6). 764–773. 1 indexed citations
11.
Varpio, Lara, et al.. (2023). How to … use theory as method in HPE research. The Clinical Teacher. 20(6). e13615–e13615. 4 indexed citations
12.
Durning, Steven J., et al.. (2022). Exploring procedure-based management reasoning: a case of tension pneumothorax. Diagnosis. 9(4). 437–445. 1 indexed citations
13.
Konopasky, Abigail, et al.. (2022). Semantic competency as a marker of clinical reasoning performance. MedEdPublish. 12. 1–1. 1 indexed citations
14.
Konopasky, Abigail, Bridget C. OʼBrien, Anthony R. Artino, et al.. (2021). I , we and they : A linguistic and narrative exploration of the authorship process. Medical Education. 56(4). 456–464. 3 indexed citations
15.
Merkebu, Jerusalem, Michael J. Battistone, Kevin C. McMains, et al.. (2020). Situativity: a family of social cognitive theories for understanding clinical reasoning and diagnostic error. Diagnosis. 7(3). 169–176. 48 indexed citations
16.
Konopasky, Abigail, et al.. (2020). Sequence matters: patterns in task-based clinical reasoning. Diagnosis. 7(3). 281–289. 12 indexed citations
17.
Konopasky, Abigail, Anthony R. Artino, Alexis Battista, et al.. (2020). Understanding context specificity: the effect of contextual factors on clinical reasoning. Diagnosis. 7(3). 257–264. 39 indexed citations
18.
Konopasky, Abigail, et al.. (2020). Challenges in mitigating context specificity in clinical reasoning: a report and reflection. Diagnosis. 7(3). 291–297. 2 indexed citations
19.
20.
Merkebu, Jerusalem, Steven J. Durning, Alexis Battista, et al.. (2020). Examining the patterns of uncertainty across clinical reasoning tasks: effects of contextual factors on the clinical reasoning process. Diagnosis. 7(3). 299–305. 12 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.

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