Johanna Huber

730 total citations
31 papers, 413 citations indexed

About

Johanna Huber is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Family Practice. According to data from OpenAlex, Johanna Huber has authored 31 papers receiving a total of 413 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Public Health, Environmental and Occupational Health, 8 papers in General Health Professions and 6 papers in Family Practice. Recurrent topics in Johanna Huber's work include Innovations in Medical Education (11 papers), Clinical Reasoning and Diagnostic Skills (6 papers) and Problem and Project Based Learning (5 papers). Johanna Huber is often cited by papers focused on Innovations in Medical Education (11 papers), Clinical Reasoning and Diagnostic Skills (6 papers) and Problem and Project Based Learning (5 papers). Johanna Huber collaborates with scholars based in Germany, Switzerland and Austria. Johanna Huber's co-authors include Martin R. Fischer, Federica Amici, Adolf Heschl, Ellen Meulman, Christa Finkenwirth, Carel P. van Schaik, Claudia Fichtel, Karin Isler, Brigitte Spillmann and Judith M. Burkart and has published in prestigious journals such as Nature Communications, SHILAP Revista de lepidopterología and Archives of Disease in Childhood.

In The Last Decade

Johanna Huber

27 papers receiving 401 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Johanna Huber Germany 9 146 94 87 80 74 31 413
Diana E. Peragine Canada 12 219 1.5× 88 0.9× 116 1.3× 114 1.4× 40 0.5× 26 576
Rachel Dale Austria 16 220 1.5× 35 0.4× 137 1.6× 82 1.0× 62 0.8× 47 621
Fiona McLaughlin United States 11 80 0.5× 53 0.6× 49 0.6× 96 1.2× 57 0.8× 16 596
Amelia Sancilio United States 11 66 0.5× 62 0.7× 67 0.8× 54 0.7× 69 0.9× 22 572
Christopher Mitchell United States 8 183 1.3× 59 0.6× 87 1.0× 76 0.9× 11 0.1× 21 456
Rachel Brand Australia 12 139 1.0× 117 1.2× 84 1.0× 26 0.3× 59 0.8× 26 587
Vera Sílvia Raad Bussab Brazil 12 104 0.7× 47 0.5× 42 0.5× 44 0.6× 40 0.5× 45 310
José G. Navarro Spain 9 416 2.8× 52 0.6× 118 1.4× 123 1.5× 115 1.6× 10 805
Sarah E. Dunn United States 12 76 0.5× 40 0.4× 35 0.4× 58 0.7× 55 0.7× 25 325
William Ellery Samuels United States 10 64 0.4× 34 0.4× 34 0.4× 30 0.4× 37 0.5× 30 345

Countries citing papers authored by Johanna Huber

Since Specialization
Citations

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

Fields of papers citing papers by Johanna Huber

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Johanna Huber

This figure shows the co-authorship network connecting the top 25 collaborators of Johanna Huber. A scholar is included among the top collaborators of Johanna Huber 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 Johanna Huber. Johanna Huber 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.
Cascorbi, Ingolf, et al.. (2024). Encouraging medical students to become surgeons? Impact of psychological and surgical factors on career choice at medical school. SHILAP Revista de lepidopterología. 41(2). Doc21–Doc21. 1 indexed citations
2.
Huber, Johanna & Jasmine Lorenzini. (2022). A field of alternative food organizations: a study of discourses, actions and goals toward food system change in Geneva, Switzerland. Socio-Economic Review. 4 indexed citations
3.
Giesler, Marianne, et al.. (2022). Quality assurance and curricular development of medical faculties using graduate surveys: Challenges – proposal of a core questionnaire – implementation guide. SHILAP Revista de lepidopterología. 39(1). Doc10–Doc10. 1 indexed citations
4.
Huber, Johanna, et al.. (2022). Combining real-time fluorescence spectroscopy and flow cytometry to reveal new insights in DOC and cell characterization of drinking water. SHILAP Revista de lepidopterología. 3. 1 indexed citations
5.
Lechner, Axel, et al.. (2022). Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic. Journal of Personalized Medicine. 12(5). 781–781. 2 indexed citations
6.
7.
Huber, Johanna, et al.. (2021). The use of the online Inverted Classroom Model for digital teaching with gamification in medical studies. SHILAP Revista de lepidopterología. 38(1). Doc3–Doc3. 15 indexed citations
8.
Sharaf, Kariem, et al.. (2021). ToSkORL: Selbst- und Fremdeinschätzung bei der Untersuchung des Kopf-Hals-Bereichs. HNO. 70(4). 295–303. 4 indexed citations
9.
Bushuven, Stefan, et al.. (2021). Emotional and Psychological Effects of Dysphagia: Validation of the Jugendwerk Dysphagia Emotion and Family Assessment (JDEFA). Dysphagia. 37(2). 375–391. 16 indexed citations
10.
11.
Gartmeier, Martin, et al.. (2020). International mobility of students in the medical disciplines from a comparative perspective. SHILAP Revista de lepidopterología. 37(3). Doc34–Doc34. 3 indexed citations
12.
Tolks, Daniel, Bernd Romeike, Jan P. Ehlers, et al.. (2020). The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. MedEdPublish. 9. 113–113. 17 indexed citations
13.
Tolks, Daniel, Claudia Kiessling, Yvonne Hopf, et al.. (2019). Lernen aus Fehlern anhand eines fallbasierten Curriculums im medizinischen Querschnittsbereich Gesundheitssysteme/Gesundheitsökonomie und öffentliche Gesundheitspflege. Das Gesundheitswesen. 82(11). 909–914. 4 indexed citations
14.
Huber, Johanna, et al.. (2018). Investigation on the acquisition of scientific competences during medical studies and the medical doctoral thesis. SHILAP Revista de lepidopterología. 35(2). Doc20–Doc20. 15 indexed citations
15.
16.
Burkart, Judith M., Federica Amici, Claudia Fichtel, et al.. (2014). The evolutionary origin of human hyper-cooperation. Nature Communications. 5(1). 4747–4747. 216 indexed citations
17.
Huber, Johanna, Daniel Bauer, Michael Höelscher, et al.. (2014). Evaluation of health research capacity strengthening trainings on individual level: validation of a questionnaire. Journal of Evaluation in Clinical Practice. 20(4). 390–395. 5 indexed citations
18.
Maier, Esther M., Inga Hege, Ania C. Muntau, Johanna Huber, & Martin R. Fischer. (2013). What are effects of a spaced activation of virtual patients in a pediatric course?. BMC Medical Education. 13(1). 45–45. 12 indexed citations
19.
20.
Baak, Jan P. A., et al.. (1978). Proceedings of the Twenty-third Annual Meeting. Archives of Disease in Childhood. 53(5). 433–437. 4 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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