Jonas Nordquist

815 total citations
35 papers, 486 citations indexed

About

Jonas Nordquist is a scholar working on Public Health, Environmental and Occupational Health, Education and General Health Professions. According to data from OpenAlex, Jonas Nordquist has authored 35 papers receiving a total of 486 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Public Health, Environmental and Occupational Health, 12 papers in Education and 6 papers in General Health Professions. Recurrent topics in Jonas Nordquist's work include Innovations in Medical Education (20 papers), Problem and Project Based Learning (6 papers) and Interprofessional Education and Collaboration (6 papers). Jonas Nordquist is often cited by papers focused on Innovations in Medical Education (20 papers), Problem and Project Based Learning (6 papers) and Interprofessional Education and Collaboration (6 papers). Jonas Nordquist collaborates with scholars based in Sweden, United States and United Kingdom. Jonas Nordquist's co-authors include A. Laing, Scott Reeves, Ming‐Ka Chan, Ingrid Philibert, Brent Thoma, Saleem Razack, Kelly J. Caverzagie, Linda Snell, Anna Josephson and Simon Kitto and has published in prestigious journals such as SHILAP Revista de lepidopterología, Medical Education and World Journal of Surgery.

In The Last Decade

Jonas Nordquist

32 papers receiving 466 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jonas Nordquist Sweden 12 260 170 146 76 50 35 486
Nikoo Yamani Iran 13 316 1.2× 196 1.2× 176 1.2× 111 1.5× 62 1.2× 104 633
Peter Gallagher New Zealand 14 273 1.1× 286 1.7× 142 1.0× 88 1.2× 44 0.9× 38 546
Ellen Tullo United Kingdom 3 358 1.4× 150 0.9× 157 1.1× 62 0.8× 58 1.2× 3 538
Anne Mette Mørcke Denmark 11 243 0.9× 142 0.8× 148 1.0× 59 0.8× 61 1.2× 34 449
Diantha Soemantri Indonesia 12 366 1.4× 230 1.4× 190 1.3× 77 1.0× 78 1.6× 59 641
Elisabeth A. van Hell Netherlands 12 362 1.4× 150 0.9× 137 0.9× 67 0.9× 128 2.6× 15 535
Mohamed Al‐Eraky Saudi Arabia 14 364 1.4× 157 0.9× 95 0.7× 92 1.2× 99 2.0× 35 513
Sevgi Turan Türkiye 12 232 0.9× 133 0.8× 266 1.8× 31 0.4× 42 0.8× 52 603
Iman Hegazi Australia 10 255 1.0× 191 1.1× 95 0.7× 138 1.8× 47 0.9× 26 486
Jill Konkin Canada 13 455 1.8× 307 1.8× 84 0.6× 76 1.0× 104 2.1× 37 644

Countries citing papers authored by Jonas Nordquist

Since Specialization
Citations

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

Fields of papers citing papers by Jonas Nordquist

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jonas Nordquist

This figure shows the co-authorship network connecting the top 25 collaborators of Jonas Nordquist. A scholar is included among the top collaborators of Jonas Nordquist 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 Jonas Nordquist. Jonas Nordquist 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.
Molloy, Elizabeth, et al.. (2025). Exploring the intersection of learning and discomfort in health professions education. Medical Teacher. 47(12). 1868–1872.
2.
Nordquist, Jonas, et al.. (2025). Clinical learning environments: Updates. Medical Teacher. 47(6). 911–917. 1 indexed citations
3.
Nordquist, Jonas, et al.. (2024). Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review. BMC Medical Education. 24(1). 18–18. 17 indexed citations
4.
Nordquist, Jonas, et al.. (2023). Learning curve in open groin hernia surgery: nationwide register-based study. BJS Open. 7(5). 3 indexed citations
5.
Heikkilä, Kristiina, et al.. (2021). Successful implementation of change in postgraduate medical education – a qualitative study of programme directors. BMC Medical Education. 21(1). 213–213. 6 indexed citations
6.
Cooper, Avraham Z., Deborah Simpson, & Jonas Nordquist. (2020). Optimizing the Physical Clinical Learning Environment for Teaching. Journal of Graduate Medical Education. 12(2). 221–222. 4 indexed citations
7.
8.
Josephson, Anna, et al.. (2017). May I see your ID, please? An explorative study of the professional identity of undergraduate medical education leaders. BMC Medical Education. 17(1). 29–29. 18 indexed citations
9.
Walsh, Kieran, John Sandars, & Jonas Nordquist. (2017). Technology-enhanced learning for healthcare professionals: an essential response to infectious disease pandemics. BMJ Simulation & Technology Enhanced Learning. 4(1). 1–3. 5 indexed citations
10.
Nordquist, Jonas & A. Laing. (2015). Designing spaces for the networked learning landscape. Medical Teacher. 37(4). 337–343. 34 indexed citations
11.
Nordquist, Jonas, et al.. (2015). Institutional needs and faculty development for simulation. Best Practice & Research Clinical Anaesthesiology. 29(1). 13–20. 7 indexed citations
12.
Josephson, Anna, et al.. (2015). Power and resistance: leading change in medical education. Studies in Higher Education. 42(3). 445–462. 22 indexed citations
13.
Nordquist, Jonas & A. Laing. (2014). Spaces for learning – A neglected area in curriculum change and strategic educational leadership. Medical Teacher. 36(7). 555–556. 11 indexed citations
14.
Nordenström, Jörgen, Anna Kiessling, & Jonas Nordquist. (2013). Building for change: university hospital design for future clinical learning. Journal of Interprofessional Care. 27(sup2). 72–76. 10 indexed citations
15.
Kitto, Simon, Jonas Nordquist, Jennifer Peller, Rachel Grant, & Scott Reeves. (2013). The disconnections between space, place and learning in interprofessional education: an overview of key issues. Journal of Interprofessional Care. 27(sup2). 5–8. 38 indexed citations
16.
Nordquist, Jonas, et al.. (2013). Future learning environments: the advent of a “spatial turn”?. Journal of Interprofessional Care. 27(sup2). 77–81. 7 indexed citations
17.
Nordquist, Jonas, et al.. (2013). An educational leadership responsibility in primary care: ensuring the physical space for learning aligns with the educational mission. Education for Primary Care. 24(1). 45–49. 9 indexed citations
18.
Nordquist, Jonas, et al.. (2012). Case‐Based Learning in Surgery: Lessons Learned. World Journal of Surgery. 36(5). 945–955. 22 indexed citations
19.
Nordquist, Jonas & R. Kevin Grigsby. (2011). Medical schools viewed from a political perspective: how political skills can improve education leadership. Medical Education. 45(12). 1174–1180. 11 indexed citations
20.
Nordquist, Jonas, et al.. (2001). The board of directors as a strategic resource in small ICT corporations. KTH Publication Database DiVA (KTH Royal Institute of Technology). 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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