Andrew Notebaert

664 total citations
24 papers, 450 citations indexed

About

Andrew Notebaert is a scholar working on Public Health, Environmental and Occupational Health, Biomedical Engineering and Education. According to data from OpenAlex, Andrew Notebaert has authored 24 papers receiving a total of 450 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Public Health, Environmental and Occupational Health, 11 papers in Biomedical Engineering and 6 papers in Education. Recurrent topics in Andrew Notebaert's work include Innovations in Medical Education (11 papers), Anatomy and Medical Technology (10 papers) and Medical Education and Admissions (4 papers). Andrew Notebaert is often cited by papers focused on Innovations in Medical Education (11 papers), Anatomy and Medical Technology (10 papers) and Medical Education and Admissions (4 papers). Andrew Notebaert collaborates with scholars based in United States, Australia and Serbia. Andrew Notebaert's co-authors include Kevin M. Guskiewicz, William E. Prentice, Jason P. Mihalik, Aeran Choi, Brian Hand, Thomas D. Parsons, Edgar W. Shields, William S. Brooks, Adam B. Wilson and Michelle D. Lazarus and has published in prestigious journals such as The FASEB Journal, Educational Technology Research and Development and Advances in Health Sciences Education.

In The Last Decade

Andrew Notebaert

22 papers receiving 423 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Andrew Notebaert United States	10	154	153	100	89	86	24	450
Mark Hecimovich Australia	12	93 0.6×	108 0.7×	24 0.2×	35 0.4×	20 0.2×	31	405
Nathan M. Murata United States	13	58 0.4×	124 0.8×	28 0.3×	67 0.8×	41 0.5×	37	443
David J. Stearne United States	11	70 0.5×	231 1.5×	213 2.1×	99 1.1×	13 0.2×	20	777
Phil Handcock New Zealand	11	60 0.4×	78 0.5×	116 1.2×	41 0.5×	5 0.1×	27	661
Steven Cuff United States	7	77 0.5×	83 0.5×	15 0.1×	43 0.5×	5 0.1×	12	312
Guixia Huang United States	13	31 0.2×	47 0.3×	60 0.6×	27 0.3×	61 0.7×	39	415
Charles Henderson United States	13	130 0.8×	65 0.4×	28 0.3×	4 0.0×	50 0.6×	34	519
Shane M. Miller United States	12	64 0.4×	159 1.0×	9 0.1×	81 0.9×	6 0.1×	46	324
Danny T. Foster United States	6	41 0.3×	110 0.7×	20 0.2×	36 0.4×	7 0.1×	6	448
Teri M. McCambridge United States	9	171 1.1×	69 0.5×	83 0.8×	14 0.2×	11 0.1×	15	751

Countries citing papers authored by Andrew Notebaert

Since Specialization

Citations

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

Fields of papers citing papers by Andrew Notebaert

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andrew Notebaert

This figure shows the co-authorship network connecting the top 25 collaborators of Andrew Notebaert. A scholar is included among the top collaborators of Andrew Notebaert 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 Andrew Notebaert. Andrew Notebaert 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

Notebaert, Andrew, et al.. (2025). Medical student perceptions of establishing effective clinical communication: a qualitative study. Advances in Health Sciences Education.

Notebaert, Andrew, et al.. (2021). Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection. Anatomical Sciences Education. 14(6). 764–773. 7 indexed citations

Notebaert, Andrew, Marie Barnard, Erin Dehon, et al.. (2021). Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic. Education Sciences. 11(4). 148–148. 16 indexed citations

Barnard, Marie, Erin Dehon, Andrew Notebaert, et al.. (2020). Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach. Educational Technology Research and Development. 68(5). 2595–2614. 10 indexed citations

Notebaert, Andrew, et al.. (2020). Differences in Item Statistics Between First Order and Second Order Laboratory Practical Examination Questions. The FASEB Journal. 34(S1). 1–1. 1 indexed citations

Notebaert, Andrew, et al.. (2020). Medical Students’ Fear of Death in a Gross Anatomy Course with Cadaveric Dissection. The FASEB Journal. 34(S1). 1–1.

Notebaert, Andrew, et al.. (2019). The Value of Traditional Lecture in Medical Gross Anatomy: Student Perceptions and Performance. 23(1). 45–52. 1 indexed citations

Wilson, Adam B., et al.. (2019). Is there a Perceived Shortage of Anatomy Educators? An International Study. The FASEB Journal. 33(S1). 1 indexed citations

Notebaert, Andrew, et al.. (2019). Prediction and Performance of Allied Health Students in Gross Anatomy. The FASEB Journal. 33(S1). 1 indexed citations

10.

Wilson, Adam B., et al.. (2019). A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply. Anatomical Sciences Education. 13(1). 91–101. 44 indexed citations

11.

Notebaert, Andrew, et al.. (2019). Differences in Item Statistics Between Positively and Negatively Worded Stems on Histology Examinations. 23(3). 476–486. 1 indexed citations

12.

Notebaert, Andrew, et al.. (2018). Difficulty of Dissection: Which Anatomical Regions Are Hardest For Medical Students To Dissect?. The FASEB Journal. 32(S1). 1 indexed citations

13.

Notebaert, Andrew, Marie Barnard, Edgar Meyer, et al.. (2018). Science Teaching Excites Medical Interest: A Teacher Professional Development Program in Mississippi. 1(1). 3 indexed citations

14.

Lu, Yuefeng & Andrew Notebaert. (2017). The Impact of the Summer Pre-matriculation Program on Student Approaches to Studying in Gross Anatomy Course. Medical Science Educator. 28(1). 57–64. 5 indexed citations

15.

Meyer, Edgar, et al.. (2016). Does Lecture Attendance Matter? A Study of Exam Performance in Medical Neurobiology. The FASEB Journal. 30(S1). 2 indexed citations

16.

Notebaert, Andrew. (2016). The effect of images on item statistics in multiple choice anatomy examinations. Anatomical Sciences Education. 10(1). 68–78. 8 indexed citations

17.

Parsons, Thomas D., Andrew Notebaert, Edgar W. Shields, & Kevin M. Guskiewicz. (2009). Application of Reliable Change Indices to Computerized Neuropsychological Measures of Concussion. International Journal of Neuroscience. 119(4). 492–507. 35 indexed citations

18.

Choi, Aeran, et al.. (2008). Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms. Research in Science Education. 40(2). 149–169. 60 indexed citations

19.

Mihalik, Jason P., et al.. (2007). Neuropsychological performance, postural stability, and symptoms after dehydration.. PubMed. 42(1). 66–75. 97 indexed citations

20.

Notebaert, Andrew & Kevin M. Guskiewicz. (2006). Current trends in athletic training practice for concussion assessment and management.. PubMed. 40(4). 320–5. 109 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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