Denise Kay

629 total citations
25 papers, 373 citations indexed

About

Denise Kay is a scholar working on General Health Professions, Public Health, Environmental and Occupational Health and Education. According to data from OpenAlex, Denise Kay has authored 25 papers receiving a total of 373 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in General Health Professions, 8 papers in Public Health, Environmental and Occupational Health and 7 papers in Education. Recurrent topics in Denise Kay's work include Innovations in Medical Education (5 papers), Obesity and Health Practices (5 papers) and Online and Blended Learning (4 papers). Denise Kay is often cited by papers focused on Innovations in Medical Education (5 papers), Obesity and Health Practices (5 papers) and Online and Blended Learning (4 papers). Denise Kay collaborates with scholars based in United States and Qatar. Denise Kay's co-authors include Magdalena Pasarica, Jonathan D. Kibble, Andrea Berry, Nicholas A. Coles, Janine P. Stichter, Jena K. Randolph, Nicholas A. Gage, Jessica J. Summers, Marilla D. Svinicki and Jinni A. Harrigan and has published in prestigious journals such as SHILAP Revista de lepidopterología, The FASEB Journal and Journal of Autism and Developmental Disorders.

In The Last Decade

Denise Kay

22 papers receiving 346 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Denise Kay United States 9 152 130 57 56 45 25 373
Rita Mojtahedzadeh Iran 12 96 0.6× 148 1.1× 78 1.4× 75 1.3× 28 0.6× 57 394
Brenda Roman United States 11 163 1.1× 105 0.8× 66 1.2× 104 1.9× 37 0.8× 30 337
Emma Bartle Australia 12 277 1.8× 138 1.1× 42 0.7× 190 3.4× 50 1.1× 32 541
Ting Dong United States 13 282 1.9× 105 0.8× 32 0.6× 73 1.3× 32 0.7× 27 492
Tone Dahl‐Michelsen Norway 9 57 0.4× 102 0.8× 46 0.8× 76 1.4× 39 0.9× 35 319
Shoaleh Bigdeli Iran 13 164 1.1× 135 1.0× 42 0.7× 102 1.8× 60 1.3× 63 453
Leisi Pei China 2 178 1.2× 239 1.8× 126 2.2× 77 1.4× 25 0.6× 2 514
Helen Reid United Kingdom 11 102 0.7× 52 0.4× 19 0.3× 67 1.2× 22 0.5× 34 346
Hyuksoon S. Song United States 11 202 1.3× 166 1.3× 16 0.3× 82 1.5× 43 1.0× 22 484
Ruth Plackett United Kingdom 9 76 0.5× 70 0.5× 80 1.4× 65 1.2× 27 0.6× 24 362

Countries citing papers authored by Denise Kay

Since Specialization
Citations

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

Fields of papers citing papers by Denise Kay

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Denise Kay

This figure shows the co-authorship network connecting the top 25 collaborators of Denise Kay. A scholar is included among the top collaborators of Denise Kay 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 Denise Kay. Denise Kay 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.
Pasarica, Magdalena, et al.. (2025). Long-Term Impact of an Interprofessional Health Promotion Curriculum in Healthcare Students. Medical Science Educator. 35(3). 1529–1536.
2.
Kay, Denise, et al.. (2024). Assessing Medical Student Lifestyle Medicine Skills Using an Objective Structured Clinical Examination. SHILAP Revista de lepidopterología. 3(3). 363–373.
3.
Pasarica, Magdalena, et al.. (2024). Health Promotion Curriculum for Healthcare Trainees: An Innovative Interprofessional Evidence-Based Approach. Medical Science Educator. 35(2). 633–637. 2 indexed citations
4.
Daly, Katherine, et al.. (2024). Wellness and Stress Management Practices Among Healthcare Professionals and Health Professional Students. American Journal of Health Promotion. 39(2). 204–214. 3 indexed citations
5.
Zhou, Chuan, Sandeep Sahay, Oksana A. Shlobin, et al.. (2022). Impact of COVID-19 Pandemic on Care of Pulmonary Hypertension Patients. A5421–A5421. 2 indexed citations
6.
Pasarica, Magdalena & Denise Kay. (2020). Teaching lifestyle medicine competencies in undergraduate medical education: active collaborative intervention for students at multiple locations. AJP Advances in Physiology Education. 44(3). 488–495. 7 indexed citations
7.
Pasarica, Magdalena, et al.. (2019). Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students. AJP Advances in Physiology Education. 43(2). 191–195. 6 indexed citations
8.
Kay, Denise & Magdalena Pasarica. (2019). Using technology to increase student (and faculty satisfaction with) engagement in medical education. AJP Advances in Physiology Education. 43(3). 408–413. 110 indexed citations
9.
Pasarica, Magdalena & Denise Kay. (2019). Lifestyle Medicine Education: Finding Learning Outcomes in Unexpected Places. Medical Science Educator. 29(2). 345–346. 2 indexed citations
10.
Kay, Denise, Andrea Berry, & Nicholas A. Coles. (2018). What Experiences in Medical School Trigger Professional Identity Development?. Teaching and Learning in Medicine. 31(1). 17–25. 38 indexed citations
11.
Kay, Denise & Jonathan D. Kibble. (2016). Learning theories 101: application to everyday teaching and scholarship. AJP Advances in Physiology Education. 40(1). 17–25. 118 indexed citations
12.
Harris, David, et al.. (2016). The Use of High Fidelity Patient Simulations to Improve Critical Thinking Skills in First Year Medical Students. The FASEB Journal. 30(S1). 2 indexed citations
13.
Clark, Sheila, et al.. (2013). The ‘dissertation marathon’ in doctoral distance education. Distance Education. 34(3). 379–390. 8 indexed citations
14.
Kay, Denise, Jessica J. Summers, & Marilla D. Svinicki. (2011). Conceptualizations of Classroom Community in Higher Education: Insights from Award Winning Professors.. 5(4). 230–245. 11 indexed citations
15.
Stichter, Janine P., Jena K. Randolph, Denise Kay, & Nicholas A. Gage. (2009). The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism. Journal of Autism and Developmental Disorders. 39(6). 883–896. 17 indexed citations
16.
Stichter, Janine P., et al.. (2007). Developing an Outcome-Based Curricular Framework for Employing Evidence-Based Practices in Autism.. Beyond Behavior. 16(2). 3–17. 2 indexed citations
17.
Stichter, Janine P., et al.. (2006). Addressing the Challenges: Developing a Programmatic Framework for the Systematic Integration of Evidence-Based Practices for Young Children with Autism Spectrum Disorder.. Beyond Behavior. 16(1). 18–32. 4 indexed citations
18.
Stadler, Holly A., et al.. (1994). HEC consortium survey: Current perspectives of physicians and nurses. HEC Forum. 6(5). 269–289. 1 indexed citations
19.
Stadler, Holly A., et al.. (1994). Nurses' perspectives of hospital ethics committees.. PubMed. 10(4). 61–5. 1 indexed citations
20.
Harrigan, Jinni A., et al.. (1991). Effect of Expresser Role and Type of Self‐Touching on Observers' Perceptions1. Journal of Applied Social Psychology. 21(7). 585–609. 14 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