Anne C. Gill

742 total citations
26 papers, 515 citations indexed

About

Anne C. Gill is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Family Practice. According to data from OpenAlex, Anne C. Gill has authored 26 papers receiving a total of 515 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Public Health, Environmental and Occupational Health, 13 papers in General Health Professions and 5 papers in Family Practice. Recurrent topics in Anne C. Gill's work include Innovations in Medical Education (15 papers), Interprofessional Education and Collaboration (8 papers) and Clinical Reasoning and Diagnostic Skills (5 papers). Anne C. Gill is often cited by papers focused on Innovations in Medical Education (15 papers), Interprofessional Education and Collaboration (8 papers) and Clinical Reasoning and Diagnostic Skills (5 papers). Anne C. Gill collaborates with scholars based in United States and Pakistan. Anne C. Gill's co-authors include Cayla R. Teal, Britta M. Thompson, Sonia Crandall, Alexander R. Green, Laura Morrison, Paul Haidet, Ernest Frugé, Ursula K. Braun, Dorene F. Balmer and Nadia Ismail and has published in prestigious journals such as SHILAP Revista de lepidopterología, PEDIATRICS and Journal of General Internal Medicine.

In The Last Decade

Anne C. Gill

24 papers receiving 498 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Anne C. Gill United States	12	336	178	111	92	68	26	515
Donald Brady United States	11	293 0.9×	217 1.2×	62 0.6×	127 1.4×	70 1.0×	21	538
Carrie Bohnert United States	9	232 0.7×	190 1.1×	86 0.8×	39 0.4×	56 0.8×	15	508
Donna Elliott United States	11	254 0.8×	152 0.9×	70 0.6×	69 0.8×	41 0.6×	26	428
Wendy L. Gammon United States	7	276 0.8×	196 1.1×	46 0.4×	46 0.5×	93 1.4×	9	508
Cathy M. Smith Canada	9	261 0.8×	212 1.2×	42 0.4×	43 0.5×	59 0.9×	21	495
Lyuba Konopasek United States	9	282 0.8×	132 0.7×	61 0.5×	48 0.5×	96 1.4×	23	463
Natalie May United States	13	245 0.7×	226 1.3×	51 0.5×	53 0.6×	88 1.3×	17	562
Nancy Sturman Australia	11	200 0.6×	205 1.2×	23 0.2×	92 1.0×	62 0.9×	44	487
Jill Konkin Canada	13	455 1.4×	307 1.7×	38 0.3×	76 0.8×	104 1.5×	37	644
Carla L. Spagnoletti United States	13	202 0.6×	251 1.4×	39 0.4×	54 0.6×	29 0.4×	38	508

Countries citing papers authored by Anne C. Gill

Since Specialization

Citations

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

Fields of papers citing papers by Anne C. Gill

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anne C. Gill. 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 Anne C. Gill. The network helps show where Anne C. Gill may publish in the future.

Co-authorship network of co-authors of Anne C. Gill

This figure shows the co-authorship network connecting the top 25 collaborators of Anne C. Gill. A scholar is included among the top collaborators of Anne C. Gill 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 Anne C. Gill. Anne C. Gill 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

Little, Kristina M., et al.. (2023). A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop. SHILAP Revista de lepidopterología. 13. 27–27. 2 indexed citations

Hessel, S J, et al.. (2023). Interprofessional Education on the Neurology Clerkship for Physical Therapy and Medical Students. MedEdPORTAL. 19. 11316–11316. 3 indexed citations

Pillow, M. Tyson, et al.. (2020). Using a Resuscitation-Based Simulation Activity to Create an Interprofessional Education Activity for Medical, Nursing, and Pharmacy Students. MedEdPORTAL. 16. 11054–11054. 6 indexed citations

Gill, Anne C., et al.. (2019). An Interprofessional Standardized Patient Case for Improving Collaboration, Shared Accountability, and Respect in Team-Based Family Discussions. SHILAP Revista de lepidopterología. 15. 10791–10791. 18 indexed citations

Gill, Anne C.. (2017). What is the perceived contribution of coaching to leaders transitioning to more senior roles in the NHS?. SHILAP Revista de lepidopterología.

Teal, Cayla R., et al.. (2017). No Place Like Home: The Impact on Medical Students of an Interprofessional Home Visit Experience with Pharmacy Students. MedEdPublish. 6. 217–217. 2 indexed citations

Raty, Sally, Cayla R. Teal, E Andrea Nelson, & Anne C. Gill. (2017). Near-peers improve patient safety training in the preclinical curriculum. Medical Education Online. 22(1). 1289315–1289315. 8 indexed citations

Kohn, Jaden R., et al.. (2017). Student‐derived solutions to address barriers hindering reports of unprofessional behaviour. Medical Education. 51(7). 708–717. 7 indexed citations

Ismail, Nadia, et al.. (2016). Changes in Pharmacy Students After Experiencing Interprofessional Education Activities. 6(1). 5 indexed citations

10.

Balmer, Dorene F., et al.. (2016). Integrating narrative medicine into clinical care. Medical Education. 50(5). 581–582. 4 indexed citations

11.

Gill, Anne C., et al.. (2016). Twelve Tips for Curriculum Sharing and Implementation: Don’t Reinvent the Wheel. MedEdPublish. 5. 149–149. 1 indexed citations

12.

Balmer, Dorene F., et al.. (2015). Reentry to Pediatric Residency After Global Health Experiences. PEDIATRICS. 136(4). 680–686. 22 indexed citations

13.

Gill, Anne C., et al.. (2014). Responding to moderate breaches in professionalism: An intervention for medical students. Medical Teacher. 37(2). 136–139. 13 indexed citations

14.

Braun, Ursula K., Anne C. Gill, Cayla R. Teal, & Laura Morrison. (2013). The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?. Journal of Palliative Medicine. 16(11). 1342–1349. 44 indexed citations

15.

Haidet, Paul, et al.. (2012). Fostering students’ reflection about bias in healthcare: Cognitive dissonance and the role of personal and normative standards. Medical Teacher. 35(4). e1082–e1089. 39 indexed citations

16.

Morrison, Laura, Britta M. Thompson, & Anne C. Gill. (2012). A Required Third-Year Medical Student Palliative Care Curriculum Impacts Knowledge and Attitudes. Journal of Palliative Medicine. 15(7). 784–789. 57 indexed citations

17.

Teal, Cayla R., Anne C. Gill, Alexander R. Green, & Sonia Crandall. (2011). Helping medical learners recognise and manage unconscious bias toward certain patient groups. Medical Education. 46(1). 80–88. 129 indexed citations

18.

Teal, Cayla R., et al.. (2010). When Best Intentions Aren’t Enough: Helping Medical Students Develop Strategies for Managing Bias about Patients. Journal of General Internal Medicine. 25(S2). 115–118. 84 indexed citations

19.

Gill, Anne C.. (2002). Risk factors for pediatric posttraumatic stress disorder after traumatic injury. Archives of Psychiatric Nursing. 16(4). 168–175. 19 indexed citations

20.

Gill, Anne C., et al.. (2000). A multifaceted approach to improving motor vehicle restraint compliance. Injury Prevention. 6(2). 125–129. 19 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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