Helen Cameron

2.2k total citations
45 papers, 1.3k citations indexed

About

Helen Cameron is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Education. According to data from OpenAlex, Helen Cameron has authored 45 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Public Health, Environmental and Occupational Health, 16 papers in Family Practice and 7 papers in Education. Recurrent topics in Helen Cameron's work include Innovations in Medical Education (29 papers), Clinical Reasoning and Diagnostic Skills (16 papers) and Medical Education and Admissions (11 papers). Helen Cameron is often cited by papers focused on Innovations in Medical Education (29 papers), Clinical Reasoning and Diagnostic Skills (16 papers) and Medical Education and Admissions (11 papers). Helen Cameron collaborates with scholars based in United Kingdom, Poland and Australia. Helen Cameron's co-authors include Michael Ross, Samantha Smith, Victoria Ruth Tallentire, Janet Skinner, Simon Maxwell, Margaret MacDougall, David Hope, S. Morwenna Wood, Norma Fulton and Michael Molinek and has published in prestigious journals such as Development, International Journal of Environmental Research and Public Health and Academic Medicine.

In The Last Decade

Helen Cameron

44 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Helen Cameron United Kingdom 17 852 282 280 274 131 45 1.3k
Lori R. Newman United States 17 664 0.8× 244 0.9× 193 0.7× 197 0.7× 191 1.5× 54 1.1k
Marjo Wijnen‐Meijer Germany 19 756 0.9× 164 0.6× 294 1.1× 293 1.1× 85 0.6× 54 1.0k
Tim Swanwick United Kingdom 15 843 1.0× 242 0.9× 201 0.7× 387 1.4× 87 0.7× 42 1.2k
Tai M. Lockspeiser United States 14 831 1.0× 281 1.0× 202 0.7× 221 0.8× 89 0.7× 44 1.2k
Scheltus J. van Luijk Netherlands 21 793 0.9× 226 0.8× 271 1.0× 292 1.1× 62 0.5× 39 1.2k
Cornelia Fluit Netherlands 18 759 0.9× 115 0.4× 251 0.9× 418 1.5× 141 1.1× 88 1.2k
Winnie Wade United Kingdom 15 934 1.1× 251 0.9× 449 1.6× 268 1.0× 66 0.5× 26 1.2k
Michelle Daniel United States 18 767 0.9× 155 0.5× 422 1.5× 260 0.9× 124 0.9× 81 1.4k
Bonnie M. Miller United States 20 717 0.8× 122 0.4× 216 0.8× 443 1.6× 118 0.9× 65 1.5k
Hossam Hamdy United Arab Emirates 20 1.1k 1.3× 682 2.4× 287 1.0× 363 1.3× 160 1.2× 76 2.0k

Countries citing papers authored by Helen Cameron

Since Specialization
Citations

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

Fields of papers citing papers by Helen Cameron

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Helen Cameron

This figure shows the co-authorship network connecting the top 25 collaborators of Helen Cameron. A scholar is included among the top collaborators of Helen Cameron 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 Helen Cameron. Helen Cameron 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.
Hope, David, et al.. (2024). Exploring the use of Rasch modelling in “common content” items for multi-site and multi-year assessment. Advances in Health Sciences Education. 30(2). 427–438.
2.
Hope, David, et al.. (2021). Predicting failure before it happens: A 5-year, 1042 participant prospective study. Medical Teacher. 43(9). 1039–1043. 13 indexed citations
3.
Nowak, Jan Krzysztof, et al.. (2021). The Impact of ERASMUS Exchanges on the Professional and Personal Development of Medical Students. International Journal of Environmental Research and Public Health. 18(24). 13312–13312. 12 indexed citations
4.
Hope, David, et al.. (2021). Variation in performance on common content items at UK medical schools. BMC Medical Education. 21(1). 323–323. 5 indexed citations
5.
MacDougall, Margaret, Helen Cameron, & Simon Maxwell. (2019). Medical graduate views on statistical learning needs for clinical practice: a comprehensive survey. BMC Medical Education. 20(1). 1–1. 96 indexed citations
6.
Tallentire, Victoria Ruth, Samantha Smith, Janet Skinner, & Helen Cameron. (2015). Exploring patterns of error in acute care using framework analysis. BMC Medical Education. 15(1). 3–3. 14 indexed citations
7.
Cameron, Helen. (2014). Midwives benefit from good postnatal care, too.. PubMed. 17(7). 14–6. 2 indexed citations
8.
Smith, Samantha, et al.. (2012). The educational value of using cumulative sum charts. Anaesthesia. 67(7). 734–740. 4 indexed citations
9.
Smith, Samantha, et al.. (2012). The distracted intravenous access (DIVA) test. The Clinical Teacher. 9(5). 320–324. 6 indexed citations
10.
Tallentire, Victoria Ruth, Samantha Smith, & Helen Cameron. (2012). Designing a purposeful student assistantship. The Clinical Teacher. 9(4). 210–215. 7 indexed citations
11.
Tallentire, Victoria Ruth, Samantha Smith, Janet Skinner, & Helen Cameron. (2011). Understanding the behaviour of newly qualified doctors in acute care contexts. Medical Education. 45(10). 995–1005. 109 indexed citations
12.
Chesser, Alistair, et al.. (2009). Sources of variation in performance on a shared OSCE station across four UK medical schools. Medical Education. 43(6). 526–532. 38 indexed citations
13.
Rodrigues, Jeremy, Anshuman Sengupta, Christopher J. Kane, et al.. (2009). The South-east Scotland Foundation Doctor Teaching Programme — Is “near-peer” teaching feasible, efficacious and sustainable on a regional scale?. Medical Teacher. 31(2). e51–e57. 64 indexed citations
14.
Ellaway, Rachel, Phillip Evans, Helen Cameron, et al.. (2007). Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks. Medical Teacher. 29(7). 630–635. 25 indexed citations
15.
Ross, Michael & Helen Cameron. (2007). Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Medical Teacher. 29(6). 527–545. 213 indexed citations
16.
Anderson, Lisa, et al.. (2006). Back to the future: teaching medical students clinical procedures. Medical Teacher. 28(8). 723–728. 22 indexed citations
17.
Parks, Rowan W., et al.. (2006). The Objective Structured Clinical Examination and student collusion: marks do not tell the whole truth. Journal of Medical Ethics. 32(12). 734–738. 9 indexed citations
18.
19.
McKinstry, Brian, Helen Cameron, Robert A. Elton, & Simon C. Riley. (2004). Leniency and halo effects in marking undergraduate short research projects. BMC Medical Education. 4(1). 28–28. 22 indexed citations
20.
Walkinshaw, Stephen, Helen Cameron, Sheila Macphail, & Stephen Robson. (1992). The prediction of fetal compromise and acidosis by biophysical profile scoring in the small for gestational age fetus. Journal of Perinatal Medicine. 20(3). 227–232. 6 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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