Alexander W. Chessman

691 total citations
35 papers, 506 citations indexed

About

Alexander W. Chessman is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Psychiatry and Mental health. According to data from OpenAlex, Alexander W. Chessman has authored 35 papers receiving a total of 506 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Public Health, Environmental and Occupational Health, 18 papers in General Health Professions and 5 papers in Psychiatry and Mental health. Recurrent topics in Alexander W. Chessman's work include Innovations in Medical Education (22 papers), Primary Care and Health Outcomes (6 papers) and Global Health Workforce Issues (5 papers). Alexander W. Chessman is often cited by papers focused on Innovations in Medical Education (22 papers), Primary Care and Health Outcomes (6 papers) and Global Health Workforce Issues (5 papers). Alexander W. Chessman collaborates with scholars based in United States, Lebanon and Canada. Alexander W. Chessman's co-authors include Amy V. Blue, Arch G. Mainous, Gregory E. Gilbert, Dean A. Seehusen, Catherine Musham, William T. Basco, C. Carolyn Thiedke, William J. Hueston, Richelle J. Koopman and Clive D. Brock and has published in prestigious journals such as Academic Medicine, Medical Teacher and Journal of Occupational and Environmental Medicine.

In The Last Decade

Alexander W. Chessman

34 papers receiving 478 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Alexander W. Chessman United States 15 329 214 100 70 63 35 506
Marie‐Louise Dick Australia 12 273 0.8× 248 1.2× 60 0.6× 44 0.6× 52 0.8× 22 475
Donald Brady United States 11 293 0.9× 217 1.0× 49 0.5× 127 1.8× 70 1.1× 21 538
Erika A. Goldstein United States 10 431 1.3× 229 1.1× 99 1.0× 119 1.7× 126 2.0× 14 542
Francine P. Hekelman United States 16 297 0.9× 189 0.9× 70 0.7× 53 0.8× 88 1.4× 33 487
Jill Konkin Canada 13 455 1.4× 307 1.4× 57 0.6× 76 1.1× 104 1.7× 37 644
Tavis Apramian Canada 12 280 0.9× 99 0.5× 44 0.4× 107 1.5× 102 1.6× 20 436
Donna M. Howard United States 7 368 1.1× 167 0.8× 66 0.7× 105 1.5× 129 2.0× 9 480
Kathryn N. Huggett United States 13 484 1.5× 161 0.8× 212 2.1× 32 0.5× 49 0.8× 42 657
Hiroshi Nishigori Japan 13 314 1.0× 145 0.7× 35 0.3× 55 0.8× 111 1.8× 49 444
Joshua Jauregui United States 14 182 0.6× 127 0.6× 81 0.8× 41 0.6× 34 0.5× 39 452

Countries citing papers authored by Alexander W. Chessman

Since Specialization
Citations

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

Fields of papers citing papers by Alexander W. Chessman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alexander W. Chessman. 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 Alexander W. Chessman. The network helps show where Alexander W. Chessman may publish in the future.

Co-authorship network of co-authors of Alexander W. Chessman

This figure shows the co-authorship network connecting the top 25 collaborators of Alexander W. Chessman. A scholar is included among the top collaborators of Alexander W. Chessman 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 Alexander W. Chessman. Alexander W. Chessman 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.
Seehusen, Dean A., Arch G. Mainous, & Alexander W. Chessman. (2018). Creating a Centralized Infrastructure to Facilitate Medical Education Research. The Annals of Family Medicine. 16(3). 257–260. 60 indexed citations
2.
Chessman, Alexander W., et al.. (2018). Prostate Cancer Screening. Primary Care Clinics in Office Practice. 46(1). 149–155. 10 indexed citations
3.
Kern, Donna, et al.. (2018). Text Messaging as a Teaching Tool in a Family Medicine Clerkship Rotation. PRiMER. 2. 24–24. 2 indexed citations
4.
Mainous, Arch G., et al.. (2018). Institutional NIH Research Funding and a Culture of Support for Family Medicine—Their Relationship to Family Medicine Specialty Choice. Family Medicine. 50(5). 369–371. 2 indexed citations
5.
Kelly, Martina, et al.. (2017). Untapped Potential: Performance of Procedural Skills in the Family Medicine Clerkship.. PubMed. 49(6). 437–442. 2 indexed citations
6.
7.
Scott, Stephen, David Anthony, Jason Chao, et al.. (2015). Contemporary teaching strategies of exemplary community preceptors--is technology helping?. PubMed. 46(10). 776–82. 8 indexed citations
8.
Berman, Norman B., Leslie H. Fall, Alexander W. Chessman, et al.. (2011). A collaborative model for developing and maintaining virtual patients for medical education. Medical Teacher. 33(4). 319–324. 18 indexed citations
9.
Paulman, Paul Mark, Alexander W. Chessman, Ardis Davis, et al.. (2007). Family Medicine Curriculum Resource Project: the future.. PubMed. 39(1). 53–6. 3 indexed citations
10.
Davis, Ardis, et al.. (2007). The family medicine curriculum resource project structural framework.. PubMed. 39(1). 31–7. 4 indexed citations
11.
Blue, Amy V., et al.. (2005). Applying Theory to Assess Cultural Competency. Medical Education Online. 10(1). 4378–4378. 6 indexed citations
12.
Thiedke, C. Carolyn, et al.. (2004). Student Observations and Ratings of Preceptor's Interactions With Patients: The Hidden Curriculum. Teaching and Learning in Medicine. 16(4). 312–316. 20 indexed citations
13.
Blue, Amy V., et al.. (2004). Medical students' perceptions of rural practice following a rural clerkship.. PubMed. 36(5). 336–40. 21 indexed citations
14.
Basco, William T., Gregory E. Gilbert, Alexander W. Chessman, & Amy V. Blue. (2000). The Ability of a Medical School Admission Process to Predict Clinical Performance and Patientʼs Satisfaction. Academic Medicine. 75(7). 743–747. 52 indexed citations
15.
Blue, Amy V., Alexander W. Chessman, Gregory E. Gilbert, & Arch G. Mainous. (2000). Responding to patients' emotions: important for standardized patient satisfaction.. PubMed. 32(5). 326–30. 35 indexed citations
16.
Blue, Amy V., Alexander W. Chessman, Gregory E. Gilbert, Stanley H. Schuman, & Arch G. Mainous. (2000). Medical Students??? Abilities to Take an Occupational History: Use of the WHACS Mnemonic. Journal of Occupational and Environmental Medicine. 42(11). 1050–1053. 8 indexed citations
17.
Chessman, Alexander W., et al.. (1998). Students Add Value to Learning Organizations. Quality Management in Health Care. 6(2). 38–43. 15 indexed citations
18.
Bradley, Elizabeth, et al.. (1997). The effect of PBL on studentsʼ perceptions of learning environment. Academic Medicine. 72(Supplement 1). S10–S12. 25 indexed citations
19.
20.
Musham, Catherine & Alexander W. Chessman. (1994). Changes in medical students' perceptions of family practice resulting from a required clerkship.. PubMed. 26(8). 500–3. 27 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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