Christina St‐Onge

1.3k total citations
75 papers, 822 citations indexed

About

Christina St‐Onge is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Radiology, Nuclear Medicine and Imaging. According to data from OpenAlex, Christina St‐Onge has authored 75 papers receiving a total of 822 indexed citations (citations by other indexed papers that have themselves been cited), including 62 papers in Public Health, Environmental and Occupational Health, 42 papers in Family Practice and 20 papers in Radiology, Nuclear Medicine and Imaging. Recurrent topics in Christina St‐Onge's work include Innovations in Medical Education (59 papers), Clinical Reasoning and Diagnostic Skills (42 papers) and Radiology practices and education (19 papers). Christina St‐Onge is often cited by papers focused on Innovations in Medical Education (59 papers), Clinical Reasoning and Diagnostic Skills (42 papers) and Radiology practices and education (19 papers). Christina St‐Onge collaborates with scholars based in Canada, Netherlands and United States. Christina St‐Onge's co-authors include Meredith Young, Sílvia Mamede, Martine Chamberland, Henk G. Schmidt, Walter Tavares, Remy M. J. P. Rikers, Sawsen Lakhal, Kevin W. Eva, Meghan McConnell and Brian Hodges and has published in prestigious journals such as SHILAP Revista de lepidopterología, Academic Medicine and Medical Education.

In The Last Decade

Christina St‐Onge

69 papers receiving 795 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Christina St‐Onge Canada 15 559 414 182 165 96 75 822
Arno Muijtjens Netherlands 17 554 1.0× 315 0.8× 133 0.7× 192 1.2× 121 1.3× 31 937
J. M. Monica van de Ridder United States 9 542 1.0× 298 0.7× 195 1.1× 203 1.2× 163 1.7× 16 828
Jeroen Donkers Netherlands 17 438 0.8× 225 0.5× 103 0.6× 229 1.4× 95 1.0× 68 873
John Cunnington Canada 14 538 1.0× 368 0.9× 175 1.0× 149 0.9× 162 1.7× 19 772
Godfrey Pell United Kingdom 17 461 0.8× 321 0.8× 116 0.6× 242 1.5× 97 1.0× 31 838
Stephen G. Clyman United States 15 494 0.9× 221 0.5× 99 0.5× 110 0.7× 158 1.6× 31 867
André F. De Champlain United States 14 369 0.7× 231 0.6× 86 0.5× 92 0.6× 96 1.0× 40 669
Marie‐Claude Audétat Switzerland 17 646 1.2× 552 1.3× 138 0.8× 97 0.6× 165 1.7× 72 881
G. M. Verwijnen Netherlands 9 435 0.8× 248 0.6× 81 0.4× 247 1.5× 62 0.6× 12 584
Gina Norman United States 6 604 1.1× 652 1.6× 188 1.0× 147 0.9× 133 1.4× 7 968

Countries citing papers authored by Christina St‐Onge

Since Specialization
Citations

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

Fields of papers citing papers by Christina St‐Onge

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Christina St‐Onge. 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 Christina St‐Onge. The network helps show where Christina St‐Onge may publish in the future.

Co-authorship network of co-authors of Christina St‐Onge

This figure shows the co-authorship network connecting the top 25 collaborators of Christina St‐Onge. A scholar is included among the top collaborators of Christina St‐Onge 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 Christina St‐Onge. Christina St‐Onge 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.
Bartman, Ilona, Christina St‐Onge, Marguerite Roy, et al.. (2025). Multi-source feedback in undergraduate medical education: a pilot study. Canadian Medical Education Journal. 16(2). 25–31.
2.
Farand, Paul, et al.. (2024). Integrating a Longitudinal Course on the Principles of Research in an Outcomes-Based Undergraduate Medical Education Curriculum. Perspectives on Medical Education. 13(1). 518–526. 1 indexed citations
3.
Kinnear, Benjamin, et al.. (2024). Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity. Perspectives on Medical Education. 13(1). 452–459. 1 indexed citations
4.
Langlois, Marie‐France, et al.. (2023). Assessment Practices in Continuing Professional Development Activities in Health Professions: A Scoping Review. Journal of Continuing Education in the Health Professions. 44(2). 81–89. 2 indexed citations
5.
Désilets, Valérie, et al.. (2023). Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators. Perspectives on Medical Education. 12(1). XX–XX. 1 indexed citations
6.
7.
Désilets, Valérie, et al.. (2023). Assessing commitment to reflection: perceptions of medical students. SHILAP Revista de lepidopterología. 14(4). 105–111.
8.
St‐Onge, Christina, et al.. (2022). Validity as a social imperative: users’ and leaders’ perceptions. SHILAP Revista de lepidopterología. 13(3). 22–36. 3 indexed citations
9.
Lakhal, Sawsen, et al.. (2022). Drivers of iPad use by undergraduate medical students: the Technology Acceptance Model perspective. BMC Medical Education. 22(1). 87–87. 8 indexed citations
10.
Désilets, Valérie, et al.. (2022). Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine. 97(11). 1699–1706. 10 indexed citations
11.
Désilets, Valérie, et al.. (2021). Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course. Perspectives on Medical Education. 11(4). 232–236. 13 indexed citations
12.
St‐Onge, Christina, et al.. (2020). Lessons from the implementation of developmental progress assessment: A scoping review. Medical Education. 54(10). 878–887. 7 indexed citations
13.
Chamberland, Martine, et al.. (2019). Comparison of Assessment by a Virtual Patient and by Clinician-Educators of Medical Students' History-Taking Skills: Exploratory Descriptive Study. JMIR Medical Education. 6(1). e14428–e14428. 8 indexed citations
14.
Chamberland, Marc, et al.. (2019). Does providing the correct diagnosis as feedback after self-explanation improve medical students diagnostic performance?. BMC Medical Education. 19(1). 194–194. 14 indexed citations
15.
Audétat, Marie‐Claude, et al.. (2019). Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties. BMC Medical Education. 19(1). 120–120. 6 indexed citations
16.
Gallagher, Frances, et al.. (2018). Validity as a social imperative for assessment in health professions education: a concept analysis. Medical Education. 52(6). 641–653. 31 indexed citations
17.
St‐Onge, Christina, et al.. (2018). Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level. Perspectives on Medical Education. 7(6). 373–378. 13 indexed citations
18.
19.
Sabbagh, Robert, et al.. (2016). Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role. Advances in Medical Education and Practice. Volume 7. 401–405. 3 indexed citations
20.
Chamberland, Martine, Christina St‐Onge, L. Lanthier, et al.. (2011). The influence of medical students’ self‐explanations on diagnostic performance. Medical Education. 45(7). 688–695. 56 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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2026