Cathy J. Lazarus

567 total citations
22 papers, 395 citations indexed

About

Cathy J. Lazarus is a scholar working on Public Health, Environmental and Occupational Health, Psychiatry and Mental health and General Health Professions. According to data from OpenAlex, Cathy J. Lazarus has authored 22 papers receiving a total of 395 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 Psychiatry and Mental health and 5 papers in General Health Professions. Recurrent topics in Cathy J. Lazarus's work include Innovations in Medical Education (12 papers), Empathy and Medical Education (5 papers) and Service-Learning and Community Engagement (4 papers). Cathy J. Lazarus is often cited by papers focused on Innovations in Medical Education (12 papers), Empathy and Medical Education (5 papers) and Service-Learning and Community Engagement (4 papers). Cathy J. Lazarus collaborates with scholars based in United States and United Kingdom. Cathy J. Lazarus's co-authors include Sheila W. Chauvin, Ronald J. Markert, Kathleen Kashima, Frederick Sierles, Robyn M. Emanuel, Lesley Ann Saketkoo, Janet Rice, Paul Rodenhauser, Wayne T. McCormack and Marc J. Kahn and has published in prestigious journals such as Journal of Clinical Oncology, Journal of General Internal Medicine and Academic Medicine.

In The Last Decade

Cathy J. Lazarus

22 papers receiving 372 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cathy J. Lazarus United States 11 208 126 87 79 71 22 395
Jessica Dodge United States 5 330 1.6× 192 1.5× 59 0.7× 60 0.8× 38 0.5× 17 579
Suzanne Bunniss United Kingdom 7 243 1.2× 182 1.4× 55 0.6× 76 1.0× 32 0.5× 15 419
Jane Tyerman Canada 13 98 0.5× 105 0.8× 24 0.3× 89 1.1× 45 0.6× 44 488
Ellyn Arwood United States 6 131 0.6× 101 0.8× 20 0.2× 80 1.0× 31 0.4× 10 400
Lyuba Konopasek United States 9 282 1.4× 132 1.0× 48 0.6× 127 1.6× 61 0.9× 23 463
Ernest Frugé United States 11 166 0.8× 122 1.0× 84 1.0× 11 0.1× 98 1.4× 19 372
Norma S. Saks United States 9 309 1.5× 97 0.8× 121 1.4× 118 1.5× 19 0.3× 21 484
Jo Marie Reilly United States 9 193 0.9× 121 1.0× 104 1.2× 35 0.4× 19 0.3× 43 340
Gunilla Risberg Sweden 12 268 1.3× 147 1.2× 64 0.7× 15 0.2× 55 0.8× 17 503
Joanna Kaakinen United States 8 138 0.7× 144 1.1× 24 0.3× 86 1.1× 48 0.7× 9 433

Countries citing papers authored by Cathy J. Lazarus

Since Specialization
Citations

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

Fields of papers citing papers by Cathy J. Lazarus

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cathy J. Lazarus. 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 Cathy J. Lazarus. The network helps show where Cathy J. Lazarus may publish in the future.

Co-authorship network of co-authors of Cathy J. Lazarus

This figure shows the co-authorship network connecting the top 25 collaborators of Cathy J. Lazarus. A scholar is included among the top collaborators of Cathy J. Lazarus 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 Cathy J. Lazarus. Cathy J. Lazarus 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.
Specter, Steven, Marc J. Kahn, Cathy J. Lazarus, et al.. (2016). Gold Humanism Honor Society Election and Academic Outcomes: A 10-Institution Study.. PubMed. 47(10). 770–5. 5 indexed citations
2.
Bussel, Igor I., et al.. (2014). Small Changes Counseling. MedEdPORTAL. 1 indexed citations
3.
Emanuel, Robyn M., et al.. (2013). Cognitive Enhancement Drug Use Among Future Physicians: Findings from a Multi-Institutional Census of Medical Students. Journal of General Internal Medicine. 28(8). 1028–1034. 73 indexed citations
4.
Vora, Nirali, et al.. (2010). A student-initiated and student-facilitated international health elective for preclinical medical students. Medical Education Online. 15(1). 4896–4896. 27 indexed citations
5.
Lazarus, Cathy J.. (2009). 10 Megatrends in Medical Education. Oncology Times. 31(1). 9–9. 2 indexed citations
6.
Schlussel, Yvette, Cathy J. Lazarus, Jeffrey G. Wong, et al.. (2009). Does Medical Student Membership in the Gold Humanism Honor Society Influence Selection for Residency?. Journal of surgical education. 66(6). 308–313. 14 indexed citations
7.
Lazarus, Cathy J.. (2009). Drawing up the ten megatrends in medical education. 6(1). 12–12. 1 indexed citations
8.
Krane, N. Kevin, Cathy J. Lazarus, Michael Termini, et al.. (2008). Physician Practice Behavior and Practice Guidelines: Using Unannounced Standardized Patients to Gather Data. Journal of General Internal Medicine. 24(1). 53–56. 17 indexed citations
9.
McCormack, Wayne T., Cathy J. Lazarus, David Stern, & Parker A. Small. (2007). Peer Nomination: A Tool for Identifying Medical Student Exemplars in Clinical Competence and Caring, Evaluated at Three Medical Schools. Academic Medicine. 82(11). 1033–1039. 24 indexed citations
10.
Leeper, Heather, et al.. (2007). A Student-Designed and Student-Led Sexual-History-Taking Module for Second-Year Medical Students. Teaching and Learning in Medicine. 19(3). 293–301. 27 indexed citations
11.
Markert, Ronald J., et al.. (2007). A new approach to bridging content gaps in the clinical curriculum. Medical Teacher. 29(2-3). e47–e50. 5 indexed citations
12.
Markert, Ronald J., et al.. (2005). The Relationship Between Service Learning and Medical Student Academic and Professional Outcomes. Teaching and Learning in Medicine. 18(1). 9–13. 41 indexed citations
13.
Elam, Carol L., Frederic W. Hafferty, James M. Messmer, et al.. (2004). Reflections of Medical Student Service Leaders: Implications for Admissions and Curriculum. Journal of Experiential Education. 26(3). 152–166. 6 indexed citations
14.
15.
Kahn, Marc J., et al.. (2003). Allowing Patients to Die: Practical, Ethical, and Religious Concerns. Journal of Clinical Oncology. 21(15). 3000–3002. 9 indexed citations
16.
Lazarus, Cathy J., N. Kevin Krane, & Bruce Bowdish. (2002). An Innovative Partnership in Service. Academic Medicine. 77(7). 755–755. 3 indexed citations
17.
Kahn, Marc J., et al.. (2001). Using standardized patients to teach end-of-life skills to clinical clerks.. PubMed. 16(3). 163–5. 17 indexed citations
18.
Lazarus, Cathy J., et al.. (2000). The Program for Professional Values and Ethics in Medical Education. Teaching and Learning in Medicine. 12(4). 208–211. 30 indexed citations
19.
Chauvin, Sheila W., et al.. (1999). Required Service Learning for Medical Students: Program Description and Student Response. Teaching and Learning in Medicine. 11(4). 223–231. 37 indexed citations
20.
Watson, Kittie W., et al.. (1999). First-Year Medical Students' Listener Preferences: A Longitudinal Study. International Journal of Listening. 13(1). 1–11. 5 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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