Karen Schultz

1.1k total citations
48 papers, 728 citations indexed

About

Karen Schultz is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Family Practice. According to data from OpenAlex, Karen Schultz has authored 48 papers receiving a total of 728 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Public Health, Environmental and Occupational Health, 21 papers in General Health Professions and 13 papers in Family Practice. Recurrent topics in Karen Schultz's work include Innovations in Medical Education (32 papers), Clinical Reasoning and Diagnostic Skills (13 papers) and Interprofessional Education and Collaboration (8 papers). Karen Schultz is often cited by papers focused on Innovations in Medical Education (32 papers), Clinical Reasoning and Diagnostic Skills (13 papers) and Interprofessional Education and Collaboration (8 papers). Karen Schultz collaborates with scholars based in Canada, United States and Australia. Karen Schultz's co-authors include Jane Griffiths, Dianne Delva, Laura April McEwen, John R. Kirby, Marshall Godwin, Miriam Lacasse, Nancy Dalgarno, Jonathan Kerr, Richard Birtwhistle and Rachelle Seguin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Academic Medicine and Medical Teacher.

In The Last Decade

Karen Schultz

43 papers receiving 695 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Karen Schultz Canada 15 558 293 218 98 95 48 728
Saad Chahine Canada 15 441 0.8× 202 0.7× 231 1.1× 110 1.1× 75 0.8× 55 641
Kimberly D. Lomis United States 18 613 1.1× 245 0.8× 210 1.0× 142 1.4× 72 0.8× 37 852
Iain Colthart United Kingdom 9 403 0.7× 233 0.8× 140 0.6× 96 1.0× 57 0.6× 15 621
Elizabeth Bernabeo United States 14 686 1.2× 384 1.3× 358 1.6× 188 1.9× 55 0.6× 25 967
Alex Haig United Kingdom 7 532 1.0× 273 0.9× 163 0.7× 105 1.1× 34 0.4× 13 707
Jill Konkin Canada 13 455 0.8× 307 1.0× 104 0.5× 46 0.5× 143 1.5× 37 644
Madalena Patrício Portugal 11 452 0.8× 165 0.6× 174 0.8× 89 0.9× 52 0.5× 19 628
Nicole K. Roberts United States 16 585 1.0× 160 0.5× 149 0.7× 105 1.1× 94 1.0× 30 832
Lisa N. Conforti United States 14 824 1.5× 230 0.8× 461 2.1× 292 3.0× 57 0.6× 22 927
Klarke Boor Netherlands 9 580 1.0× 217 0.7× 240 1.1× 103 1.1× 51 0.5× 14 716

Countries citing papers authored by Karen Schultz

Since Specialization
Citations

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

Fields of papers citing papers by Karen Schultz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen Schultz

This figure shows the co-authorship network connecting the top 25 collaborators of Karen Schultz. A scholar is included among the top collaborators of Karen Schultz 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 Karen Schultz. Karen Schultz 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.
Busari, Jamiu O., Karen E. Hauer, Kimberly D. Lomis, et al.. (2024). Advancing anti-oppression and social justice in healthcare through competency-based medical education (CBME). Medical Teacher. 46(9). 1167–1174. 7 indexed citations
2.
Schultz, Karen, et al.. (2023). Competency-based faculty development: applying transformations from lessons learned in competency-based medical education. SHILAP Revista de lepidopterología. 14(5). 95–102. 3 indexed citations
3.
Schultz, Karen, Nicholas Cofie, Heather Braund, et al.. (2023). The hidden curriculum across medical disciplines: an examination of scope, impact, and context. SHILAP Revista de lepidopterología. 15(1). 15–25. 3 indexed citations
4.
MacDonald, Susan, et al.. (2022). Development of learning objectives for a medical assistance in dying curriculum for Family Medicine Residency. BMC Medical Education. 22(1). 167–167. 4 indexed citations
5.
Ross, Shelley, Cheri Bethune, Michel Donoff, et al.. (2022). Development, Implementation, and Meta-Evaluation of a National Approach to Programmatic Assessment in Canadian Family Medicine Residency Training. Academic Medicine. 98(2). 188–198. 2 indexed citations
6.
Cate, Olle ten, Karen Schultz, Jason R. Frank, et al.. (2021). Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?. Medical Teacher. 43(7). 817–823. 20 indexed citations
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Schultz, Karen. (2018). Legal History Turns: Topics and Optics. Figshare. 33(1). 2 indexed citations
10.
Schultz, Karen, et al.. (2017). Program chief resident: Introducing a new leadership role for residency programs.. PubMed. 63(1). 10–12. 2 indexed citations
11.
Schultz, Karen, Laura April McEwen, & Jane Griffiths. (2016). Applying Kolb’s Learning Cycle to Competency-Based Residency Education. Academic Medicine. 91(2). 284–284. 21 indexed citations
12.
Schultz, Karen, et al.. (2015). Teaching Quality Improvement in Graduate Medical Education. Academic Medicine. 90(10). 1363–1367. 36 indexed citations
13.
McEwen, Laura April, Jane Griffiths, & Karen Schultz. (2015). Developing and Successfully Implementing a Competency-Based Portfolio Assessment System in a Postgraduate Family Medicine Residency Program. Academic Medicine. 90(11). 1515–1526. 43 indexed citations
14.
Schultz, Karen, Jane Griffiths, & Miriam Lacasse. (2015). The Application of Entrustable Professional Activities to Inform Competency Decisions in a Family Medicine Residency Program. Academic Medicine. 90(7). 888–897. 53 indexed citations
15.
Schultz, Karen, Laura N. McEwen, & Jane Griffiths. (2014). Applying Kolb’s Learning Cycle to Competency-Based Residency Education. Academic Medicine. 1–1. 3 indexed citations
16.
Redwood‐Campbell, Lynda, Katherine Rouleau, Colla J. MacDonald, et al.. (2011). Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches. BMC Medical Education. 11(1). 46–46. 68 indexed citations
17.
Guerrero, Anthony P. S., et al.. (2010). Curricular Adaptations in Inpatient Child Psychiatry for the 21st Century: The Flexner Model Revisited. Academic Psychiatry. 34(3). 195–202. 1 indexed citations
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Kirby, John R., et al.. (2004). Assessing the Relationship of Learning Approaches to Workplace Climate in Clerkship and Residency. Academic Medicine. 79(11). 1120–1126. 39 indexed citations
20.
Schultz, Karen, John R. Kirby, Dianne Delva, et al.. (2004). Medical Students' and Residents' preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey. BMC Medical Education. 4(1). 12–12. 79 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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