Cheri Bethune

598 total citations
41 papers, 416 citations indexed

About

Cheri Bethune is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Emergency Medical Services. According to data from OpenAlex, Cheri Bethune has authored 41 papers receiving a total of 416 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Public Health, Environmental and Occupational Health, 21 papers in General Health Professions and 12 papers in Emergency Medical Services. Recurrent topics in Cheri Bethune's work include Innovations in Medical Education (19 papers), Global Health Workforce Issues (12 papers) and Clinical Reasoning and Diagnostic Skills (11 papers). Cheri Bethune is often cited by papers focused on Innovations in Medical Education (19 papers), Global Health Workforce Issues (12 papers) and Clinical Reasoning and Diagnostic Skills (11 papers). Cheri Bethune collaborates with scholars based in Canada, United States and Uganda. Cheri Bethune's co-authors include Marshall Godwin, Katrina Hurley, Judith Belle Brown, Peter Cornish, Andrea Pike, Elizabeth Church, Vernon Curran, Shabnam Asghari, Miriam Boillat and Stewart Cameron and has published in prestigious journals such as SHILAP Revista de lepidopterología, Academic Medicine and BMC Health Services Research.

In The Last Decade

Cheri Bethune

40 papers receiving 400 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cheri Bethune Canada 12 249 195 73 72 49 41 416
Jerry M Maniate Canada 9 283 1.1× 153 0.8× 46 0.6× 79 1.1× 40 0.8× 21 418
Craig Timm United States 10 220 0.9× 124 0.6× 61 0.8× 51 0.7× 57 1.2× 14 352
Allison Webb United States 6 208 0.8× 122 0.6× 45 0.6× 62 0.9× 48 1.0× 9 379
Mohamed Al‐Eraky Saudi Arabia 14 364 1.5× 157 0.8× 99 1.4× 49 0.7× 25 0.5× 35 513
Tavis Apramian Canada 12 280 1.1× 99 0.5× 102 1.4× 36 0.5× 44 0.9× 20 436
Nadine van der Lee Netherlands 9 203 0.8× 166 0.9× 48 0.7× 27 0.4× 41 0.8× 10 350
Jill Konkin Canada 13 455 1.8× 307 1.6× 104 1.4× 143 2.0× 57 1.2× 37 644
Susan Wearne Australia 14 254 1.0× 245 1.3× 54 0.7× 118 1.6× 47 1.0× 40 402
Ellen Tullo United Kingdom 3 358 1.4× 150 0.8× 58 0.8× 35 0.5× 31 0.6× 3 538
Anne Messman United States 10 163 0.7× 130 0.7× 51 0.7× 25 0.3× 54 1.1× 40 311

Countries citing papers authored by Cheri Bethune

Since Specialization
Citations

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

Fields of papers citing papers by Cheri Bethune

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cheri Bethune

This figure shows the co-authorship network connecting the top 25 collaborators of Cheri Bethune. A scholar is included among the top collaborators of Cheri Bethune 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 Cheri Bethune. Cheri Bethune 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.
Schultz, Karen, et al.. (2023). Competency-based faculty development: applying transformations from lessons learned in competency-based medical education. SHILAP Revista de lepidopterología. 14(5). 95–102. 3 indexed citations
2.
Bethune, Cheri, et al.. (2022). Comment établir une relation efficace précepteur-apprenant selon le modèle CRAFT?. Canadian Family Physician. 68(7). e227–e229. 1 indexed citations
3.
Asghari, Shabnam, et al.. (2022). (The shift to) online delivery of a rural faculty development program in research skills: lessons learned. BMC Primary Care. 23(1). 337–337. 1 indexed citations
4.
Ross, Shelley, Cheri Bethune, Michel Donoff, et al.. (2022). Development, Implementation, and Meta-Evaluation of a National Approach to Programmatic Assessment in Canadian Family Medicine Residency Training. Academic Medicine. 98(2). 188–198. 2 indexed citations
5.
Bethune, Cheri, et al.. (2021). Adaptive family physicians. Canadian Family Physician. 67(4). 239–241. 1 indexed citations
6.
Asghari, Shabnam, et al.. (2021). Assessing a research training programme for rural physicians. PubMed. 26(3). 103–103. 3 indexed citations
7.
Asghari, Shabnam, et al.. (2021). Evaluation plan of the 6for6 research skills program for rural and remote physicians. Evaluation and Program Planning. 87. 101933–101933. 2 indexed citations
8.
Walsh, Anna, et al.. (2021). Rural health research capacity building: an anchored solution. Rural and Remote Health. 21(2). 6162–6162. 12 indexed citations
9.
Asghari, Shabnam, et al.. (2018). Rural physician scholars: archetypes creating change.. PubMed. 22(4). 161–162. 2 indexed citations
10.
Bethune, Cheri, et al.. (2017). Teaching outside the clinical setting: Twelve steps to feeling more comfortable and capable with any invitation to teach, based on the Fundamental Teaching Activities Framework.. PubMed. 63(4). 329–332. 2 indexed citations
11.
Antao, Viola, et al.. (2017). Leading from where you teach: Educational leader role within the Fundamental Teaching Activities Framework.. PubMed. 63(10). 808–812. 2 indexed citations
12.
Bethune, Cheri, et al.. (2016). Curriculum development of 6for6. Canadian Family Physician. 62(2). 1 indexed citations
13.
Bethune, Cheri, et al.. (2016). Emergence of family medicine in Ethiopia: an international collaborative education model. Education for Primary Care. 27(3). 241–243. 6 indexed citations
14.
Miller, Bonnie M., et al.. (2016). Using an educational strategy to develop and sustain rural and remote communities of practice. Rural and Remote Health. 1 indexed citations
15.
Church, Elizabeth, et al.. (2014). Interprofessional mental health training in rural primary care: findings from a mixed methods study. Journal of Interprofessional Care. 29(3). 195–201. 10 indexed citations
16.
Boillat, Miriam, et al.. (2012). Twelve tips for using the Objective Structured Teaching Exercise for faculty development. Medical Teacher. 34(4). 269–273. 32 indexed citations
17.
Curran, Vernon, et al.. (2010). Rural professionals’ perceptions of interprofessional continuing education in mental health. Health & Social Care in the Community. 18(4). no–no. 26 indexed citations
18.
Bethune, Cheri, et al.. (2007). Family medicine as a career option: how students' attitudes changed during medical school.. PubMed. 53(5). 881–5, 880. 38 indexed citations
19.
Pullman, Daryl, et al.. (2005). Narrative Means to Humanistic Ends. Teaching and Learning in Medicine. 17(3). 279–284. 15 indexed citations
20.
Cornish, Peter, et al.. (2003). Rural Interdisciplinary Mental Health Team Building via Satellite: A Demonstration Project. Telemedicine Journal and e-Health. 9(1). 63–71. 23 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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