Alisa Wray

591 total citations
31 papers, 388 citations indexed

About

Alisa Wray is a scholar working on Public Health, Environmental and Occupational Health, Gender Studies and Physiology. According to data from OpenAlex, Alisa Wray has authored 31 papers receiving a total of 388 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Public Health, Environmental and Occupational Health, 6 papers in Gender Studies and 5 papers in Physiology. Recurrent topics in Alisa Wray's work include Innovations in Medical Education (12 papers), Diversity and Career in Medicine (6 papers) and Medical Education and Admissions (6 papers). Alisa Wray is often cited by papers focused on Innovations in Medical Education (12 papers), Diversity and Career in Medicine (6 papers) and Medical Education and Admissions (6 papers). Alisa Wray collaborates with scholars based in United States and Switzerland. Alisa Wray's co-authors include Irena Tocino, Steve H. Parker, Roger J. Jackman, Mary C. Lechner, W. Phil Evans, Fred Burbank, Thomas R. Richardson, Warren Wiechmann, Megan Boysen‐Osborn and Michelle Lin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Radiology and Academic Medicine.

In The Last Decade

Alisa Wray

27 papers receiving 368 citations

Peers

Alisa Wray

PFM

PHEOH

DERMA

RNMI

Susie X. Sun United States

Sharyn M. Sutton United States

Monica Yepes-Rios United States

Berit Lieske Germany

Martin P. Morris United States

Philippe-Richard Domeyer Greece

Marianne Haenlein Alciati United States

Heidi Probst United Kingdom

Wai Ka Hung China

Apoorve Nayyar United States

Susie X. Sun United States

Alisa Wray

63 ×0.3

PFM

131 ×0.9

75 ×0.8

PHEOH

3 ×0.0

DERMA

31 ×0.4

RNMI

Citations per year, relative to Alisa Wray Alisa Wray (= 1×) peers Susie X. Sun

Countries citing papers authored by Alisa Wray

Since Specialization

Citations

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

Fields of papers citing papers by Alisa Wray

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Alisa Wray

This figure shows the co-authorship network connecting the top 25 collaborators of Alisa Wray. A scholar is included among the top collaborators of Alisa Wray 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 Alisa Wray. Alisa Wray is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Wray, Alisa, et al.. (2024). (O-F7) Augmented Reality for Empathy Training: Stepping into the Patient’s Shoes. Western Journal of Emergency Medicine. 25(1.1).

Wray, Alisa, John F. Hunter, Soheil Saadat, et al.. (2022). Comparing the Psychological Effects of Manikin-Based and Augmented Reality–Based Simulation Training: Within-Subjects Crossover Study. JMIR Medical Education. 8(3). e36447–e36447. 7 indexed citations

Wray, Alisa, et al.. (2022). Influence of Factors Relating to Sex and Gender on Rank List Decisions and Perceptions of Residency Training: Survey Study. JMIR Medical Education. 8(2). e33592–e33592. 5 indexed citations

Jones, Ian A., et al.. (2022). The impact of a mindfulness bracelet on emotional affect in medical students: a prospective cohort study. BMC Medical Education. 22(1). 856–856. 1 indexed citations

Wiechmann, Warren, et al.. (2022). The Applied Weighted Slide Metric (AWSM) Tool: Creation of a Standard Slide Design Rubric. SHILAP Revista de lepidopterología. 1 indexed citations

Wiechmann, Warren, et al.. (2022). No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study. Journal of Educational Evaluation for Health Professions. 19. 8–8. 4 indexed citations

Rivera, Ronald, et al.. (2021). Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era. JMIR Medical Education. 7(2). e25213–e25213. 9 indexed citations

Thompson, Sean, et al.. (2021). Evaluating Applicant Perceptions of the Impact of Social Media on the 2020-2021 Residency Application Cycle Occurring During the COVID-19 Pandemic: Survey Study. JMIR Medical Education. 7(4). e29486–e29486. 12 indexed citations

Wray, Alisa, et al.. (2021). Utilization of Educational Videos to Improve Communication and Discharge Instructions. Western Journal of Emergency Medicine. 22(3). 644–647. 2 indexed citations

10.

Wray, Alisa, et al.. (2020). Triage physicians in an academic emergency department: Impact on resident education. AEM Education and Training. 5(3). e10567–e10567. 7 indexed citations

11.

Boysen‐Osborn, Megan, Soheil Saadat, John Billimek, et al.. (2019). A Retrospective Cohort Study of the Effect of Home Institution on Emergency Medicine Standardized Letters of Evaluation. AEM Education and Training. 3(4). 340–346. 7 indexed citations

12.

Saadat, Soheil, John Billimek, Sara Paradise, et al.. (2019). Does Applicant Gender Have an Effect on Standardized Letters of Evaluation Obtained During Medical Student Emergency Medicine Rotations?. AEM Education and Training. 4(1). 18–23. 10 indexed citations

13.

Wray, Alisa, et al.. (2019). Not Another Boring Resident Didactic Conference. AEM Education and Training. 4(S1). S113–S121. 8 indexed citations

14.

Wray, Alisa, et al.. (2019). Emergency medicine residency fact board: Why our attempt to encourage on-shift learning failed. Perspectives on Medical Education. 8(2). 107–109. 1 indexed citations

15.

Wray, Alisa, et al.. (2018). In-Flight Emergency: Altered Mental Status Secondary to Hypoglycemia. 3(3). 2 indexed citations

16.

Wray, Alisa, et al.. (2017). Status Epilepticus. 2(2). 1 indexed citations

17.

Boysen‐Osborn, Megan, James S. Mattson, Alisa Wray, et al.. (2017). Who to Interview? Low Adherence by U.S. Medical Schools to Medical Student Performance Evaluation Format Makes Resident Selection Difficult. Western Journal of Emergency Medicine. 18(1). 50–55. 21 indexed citations

18.

Wray, Alisa, et al.. (2017). Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States. Journal of Educational Evaluation for Health Professions. 14. 29–29. 11 indexed citations

19.

Wray, Alisa, et al.. (2016). Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century. Western Journal of Emergency Medicine. 17(3). 337–343. 43 indexed citations

20.

Jackman, Roger J., Fred Burbank, Steve H. Parker, et al.. (1997). Atypical ductal hyperplasia diagnosed at stereotactic breast biopsy: improved reliability with 14-gauge, directional, vacuum-assisted biopsy.. Radiology. 204(2). 485–488. 205 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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