Debra Pugh

1.1k total citations
48 papers, 769 citations indexed

About

Debra Pugh is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Radiology, Nuclear Medicine and Imaging. According to data from OpenAlex, Debra Pugh has authored 48 papers receiving a total of 769 indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Public Health, Environmental and Occupational Health, 32 papers in Family Practice and 23 papers in Radiology, Nuclear Medicine and Imaging. Recurrent topics in Debra Pugh's work include Innovations in Medical Education (39 papers), Clinical Reasoning and Diagnostic Skills (32 papers) and Radiology practices and education (23 papers). Debra Pugh is often cited by papers focused on Innovations in Medical Education (39 papers), Clinical Reasoning and Diagnostic Skills (32 papers) and Radiology practices and education (23 papers). Debra Pugh collaborates with scholars based in Canada, United States and Netherlands. Debra Pugh's co-authors include Claire Touchie, Timothy J. Wood, Susan Humphrey‐Murto, Vijay Daniels, André De Champlain, Hollis Lai, Mark J. Gierl, Glenn Regehr, Samantha Halman and Elianna Saidenberg and has published in prestigious journals such as SHILAP Revista de lepidopterología, Academic Medicine and Medical Education.

In The Last Decade

Debra Pugh

45 papers receiving 756 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Debra Pugh Canada 19 551 355 181 121 118 48 769
Matthew Lineberry United States 16 455 0.8× 269 0.8× 161 0.9× 62 0.5× 193 1.6× 44 758
Gordon Page Canada 11 582 1.1× 464 1.3× 192 1.1× 107 0.9× 53 0.4× 15 716
Hendrik Friederichs Germany 14 173 0.3× 71 0.2× 102 0.6× 49 0.4× 91 0.8× 27 482
Ting Dong United States 13 352 0.6× 131 0.4× 74 0.4× 59 0.5× 29 0.2× 53 511
Melissa J. Margolis United States 19 550 1.0× 374 1.1× 169 0.9× 91 0.8× 87 0.7× 49 861
Peter Yeates United Kingdom 16 542 1.0× 391 1.1× 233 1.3× 79 0.7× 43 0.4× 33 723
Gerard F. Dillon United States 18 532 1.0× 217 0.6× 119 0.7× 65 0.5× 151 1.3× 35 744
Rose Hatala Canada 8 492 0.9× 371 1.0× 145 0.8× 88 0.7× 49 0.4× 12 729
Mary Jo Wagner United States 11 293 0.5× 134 0.4× 138 0.8× 123 1.0× 83 0.7× 30 533
Eric Alper United States 14 348 0.6× 188 0.5× 41 0.2× 57 0.5× 94 0.8× 28 686

Countries citing papers authored by Debra Pugh

Since Specialization
Citations

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

Fields of papers citing papers by Debra Pugh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Debra Pugh

This figure shows the co-authorship network connecting the top 25 collaborators of Debra Pugh. A scholar is included among the top collaborators of Debra Pugh 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 Debra Pugh. Debra Pugh 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.
Boulet, John R., et al.. (2024). Conducting an objective structured clinical examination under COVID-restricted conditions. BMC Medical Education. 24(1). 801–801. 1 indexed citations
2.
Wood, Timothy J., Vijay Daniels, Debra Pugh, et al.. (2023). Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes?. Advances in Health Sciences Education. 29(4). 1155–1168.
3.
Sibbald, Matthew, et al.. (2023). Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?. Medical Education. 57(10). 932–938. 1 indexed citations
4.
Pugh, Debra, et al.. (2020). Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada. Journal of Educational Evaluation for Health Professions. 17. 5–5. 1 indexed citations
5.
Wood, Timothy J., et al.. (2020). How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover. Advances in Health Sciences Education. 26(1). 199–214. 17 indexed citations
6.
Wood, Timothy J. & Debra Pugh. (2019). Are rating scales really better than checklists for measuring increasing levels of expertise?. Medical Teacher. 42(1). 46–51. 12 indexed citations
7.
McConnell, Meghan, et al.. (2019). No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada. Journal of Educational Evaluation for Health Professions. 16. 14–14. 10 indexed citations
8.
Humphrey‐Murto, Susan, et al.. (2019). The Influence of Prior Performance Information on Ratings of Current Performance and Implications for Learner Handover: A Scoping Review. Academic Medicine. 94(7). 1050–1057. 19 indexed citations
9.
Wood, Timothy J., Debra Pugh, Claire Touchie, James Chan, & Susan Humphrey‐Murto. (2018). Can physician examiners overcome their first impression when examinee performance changes?. Advances in Health Sciences Education. 23(4). 721–732. 7 indexed citations
10.
Halman, Samantha, et al.. (2018). The implementation and evaluation of an e-Learning training module for objective structured clinical examination raters in Canada. Journal of Educational Evaluation for Health Professions. 15. 18–18. 6 indexed citations
11.
Boet, Sylvain, Calvin Thompson, Michael Y. Woo, et al.. (2017). Interactive Online Learning for Attending Physicians in Ultrasound-guided Central Venous Catheter Insertion. Cureus. 9(8). e1592–e1592. 2 indexed citations
12.
Lai, Hollis, et al.. (2016). Using Automatic Item Generation to Improve the Quality of MCQ Distractors. Teaching and Learning in Medicine. 28(2). 166–173. 31 indexed citations
13.
Humphrey‐Murto, Susan, et al.. (2016). Feedback in the OSCE: What Do Residents Remember?. Teaching and Learning in Medicine. 28(1). 52–60. 25 indexed citations
14.
Wood, Timothy J., James Chan, Susan Humphrey‐Murto, Debra Pugh, & Claire Touchie. (2016). The influence of first impressions on subsequent ratings within an OSCE station. Advances in Health Sciences Education. 22(4). 969–983. 15 indexed citations
15.
Halman, Samantha, Nancy Dudek, Timothy J. Wood, et al.. (2016). Direct Observation of Clinical Skills Feedback Scale: Development and Validity Evidence. Teaching and Learning in Medicine. 28(4). 385–394. 26 indexed citations
16.
Pugh, Debra, Timothy J. Wood, & John R. Boulet. (2015). Assessing Procedural Competence. Simulation in Healthcare The Journal of the Society for Simulation in Healthcare. 10(5). 288–294. 12 indexed citations
17.
Pugh, Debra, Claire Touchie, Susan Humphrey‐Murto, & Timothy J. Wood. (2015). The OSCE progress test – Measuring clinical skill development over residency training. Medical Teacher. 38(2). 168–173. 25 indexed citations
18.
Woo, Michael Y., et al.. (2014). Designing a multi-disciplinary undergraduate medical school ultrasonography curriculum. SHILAP Revista de lepidopterología. 4(1). 5 indexed citations
19.
Pugh, Debra. (2013). A Procedural Skills OSCE for Internal Medicine Residents to Assess Multiple Competencies. Figshare.
20.
Pugh, Debra. (2000). Flight nursing down under: a perspective. Accident and Emergency Nursing. 8(3). 141–143. 1 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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