Elizabeth Molloy

8.2k total citations · 4 hit papers
126 papers, 5.0k citations indexed

About

Elizabeth Molloy is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Education. According to data from OpenAlex, Elizabeth Molloy has authored 126 papers receiving a total of 5.0k indexed citations (citations by other indexed papers that have themselves been cited), including 71 papers in Public Health, Environmental and Occupational Health, 45 papers in General Health Professions and 41 papers in Education. Recurrent topics in Elizabeth Molloy's work include Innovations in Medical Education (66 papers), Interprofessional Education and Collaboration (25 papers) and Reflective Practices in Education (22 papers). Elizabeth Molloy is often cited by papers focused on Innovations in Medical Education (66 papers), Interprofessional Education and Collaboration (25 papers) and Reflective Practices in Education (22 papers). Elizabeth Molloy collaborates with scholars based in Australia, New Zealand and United States. Elizabeth Molloy's co-authors include David Boud, Jennifer L. Keating, Margaret Bearman, Michael Henderson, Terry Haines, Susan C. Slade, Phillip Dawson, Joanna Tai, Benedict J. Canny and Paige Mahoney and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and The FASEB Journal.

In The Last Decade

Elizabeth Molloy

122 papers receiving 4.8k citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Rethinking models of feedback for learning: the challenge of design

2012 955 citations David Boud, Elizabeth Molloy Assessment & Evaluation in Higher Education profile →
What makes for effective feedback: staff and student perspectives

2018 301 citations Phillip Dawson, Michael Henderson et al. Assessment & Evaluation in Higher Education profile →
Developing a learning-centred framework for feedback literacy

2019 292 citations Elizabeth Molloy, David Boud et al. Assessment & Evaluation in Higher Education profile →
Conditions that enable effective feedback

2019 133 citations Michael Henderson, Michael Phillips et al. Higher Education Research & Development profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Elizabeth Molloy Australia	37	2.4k	1.6k	952	493	486	126	5.0k
Rola Ajjawi Australia	37	2.1k 0.9×	1.8k 1.1×	908 1.0×	683 1.4×	373 0.8×	141	4.9k
Joy Higgs Australia	32	660 0.3×	1.2k 0.7×	917 1.0×	649 1.3×	378 0.8×	132	3.2k
Boyd Richards United States	27	1.5k 0.6×	1.8k 1.1×	549 0.6×	308 0.6×	220 0.5×	99	3.0k
Gail M. Jensen United States	35	598 0.2×	1.7k 1.0×	1.2k 1.3×	742 1.5×	508 1.0×	133	3.8k
Lorraine Smith Australia	36	576 0.2×	641 0.4×	1000 1.1×	282 0.6×	289 0.6×	141	3.8k
Jennifer Cleland United Kingdom	43	576 0.2×	3.7k 2.3×	1.9k 2.0×	759 1.5×	503 1.0×	305	6.9k
Lorainne Tudor Car Singapore	32	693 0.3×	1.1k 0.7×	1.2k 1.3×	188 0.4×	276 0.6×	122	4.5k
Margaret Bearman Australia	37	1.3k 0.6×	1.1k 0.7×	645 0.7×	401 0.8×	273 0.6×	172	3.8k
David Taylor United Kingdom	27	753 0.3×	1.3k 0.8×	482 0.5×	279 0.6×	342 0.7×	102	2.8k
Claudio Violato Canada	35	641 0.3×	2.2k 1.4×	922 1.0×	793 1.6×	258 0.5×	158	4.9k

Countries citing papers authored by Elizabeth Molloy

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth Molloy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Elizabeth Molloy

This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth Molloy. A scholar is included among the top collaborators of Elizabeth Molloy 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 Elizabeth Molloy. Elizabeth Molloy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Molloy, Elizabeth, et al.. (2025). Exploring the intersection of learning and discomfort in health professions education. Medical Teacher. 47(12). 1868–1872.

Bearman, Margaret, Elizabeth Molloy, & Lara Varpio. (2025). Narrative candour: Learning from diverse stories of imperfect medical practice. Medical Education. 60(2). 119–126.

Castanelli, Damian J., Elizabeth Molloy, & Margaret Bearman. (2024). The stigma of underperformance in assessment and remediation. Advances in Health Sciences Education. 30(3). 815–830. 2 indexed citations

Castanelli, Damian J., et al.. (2024). Addressing positionality in qualitative research: Significance, challenges and strategies. The Clinical Teacher. 21(6). e13820–e13820. 1 indexed citations

Noble, Christy, et al.. (2023). Developing residents’ feedback literacy in emergency medicine: Lessons from design‐based research. AEM Education and Training. 7(4). e10897–e10897. 4 indexed citations

O’Brien, Christine, et al.. (2022). Lifelong impact of ENPP1 Deficiency and the early onset form of ABCC6 Deficiency from patient or caregiver perspective. PLoS ONE. 17(7). e0270632–e0270632. 3 indexed citations

Molloy, Elizabeth, Christy Noble, & Wendy Hu. (2022). Editorial, Vol 23.3 Voicing self-appraisal as a component of learner feedback literacy: Is it realistic when the chips are down?. Focus on Health Professional Education A Multi-Professional Journal. i–v. 1 indexed citations

Molloy, Elizabeth, et al.. (2022). Dynamic and distributed exchanges: an interview study of interprofessional communication in rehabilitation. Disability and Rehabilitation. 45(15). 2469–2479. 2 indexed citations

Castanelli, Damian J., Jennifer Weller, Elizabeth Molloy, & Margaret Bearman. (2021). Trust, power and learning in workplace‐based assessment: The trainee perspective. Medical Education. 56(3). 280–291. 27 indexed citations

10.

Molloy, Elizabeth, Rola Ajjawi, Margaret Bearman, et al.. (2019). Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Medical Education. 54(1). 33–39. 73 indexed citations

11.

Henderson, Michael, Michael Phillips, Tracii Ryan, et al.. (2019). Conditions that enable effective feedback. Higher Education Research & Development. 38(7). 1401–1416. 133 indexed citations breakdown →

12.

Castanelli, Damian J., Jennifer Weller, Elizabeth Molloy, & Margaret Bearman. (2019). Shadow systems in assessment: how supervisors make progress decisions in practice. Advances in Health Sciences Education. 25(1). 131–147. 27 indexed citations

13.

Noble, Christy, et al.. (2019). “It’s yours to take”: generating learner feedback literacy in the workplace. Advances in Health Sciences Education. 25(1). 55–74. 72 indexed citations

14.

Farlie, Melanie K., Lauren Robins, Romi Haas, et al.. (2018). Programme frequency, type, time and duration do not explain the effects of balance exercise in older adults: a systematic review with a meta-regression analysis. British Journal of Sports Medicine. 53(16). 996–1002. 23 indexed citations

15.

Slade, Susan C., Peter Kent, Tracey Bucknall, et al.. (2015). Barriers to primary care clinician adherence to clinical guidelines for the management of low back pain: protocol of a systematic review and meta-synthesis of qualitative studies. BMJ Open. 5(4). e007265–e007265. 25 indexed citations

16.

Tai, Joanna, et al.. (2015). Clinical supervision training across contexts. The Clinical Teacher. 13(4). 262–266. 11 indexed citations

17.

Skinner, Elizabeth H., Melanie K. Farlie, Jennifer L. Keating, et al.. (2014). Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial. Journal of physiotherapy. 60(4). 209–216. 42 indexed citations

18.

Boud, David & Elizabeth Molloy. (2012). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38(6). 698–712. 955 indexed citations breakdown →

19.

Brown, Ted, Malcolm Boyle, Brett Williams, et al.. (2010). Listening Styles of Undergraduate Health Students. Education for Health. 23(3). 424–424. 8 indexed citations

20.

Boyle, Malcolm, Brett Williams, Ted Brown, et al.. (2009). Levels of empathy in undergraduate health science students. 1(1). 1–14. 24 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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