Lorraine Noble

1.4k total citations
32 papers, 929 citations indexed

About

Lorraine Noble is a scholar working on General Health Professions, Public Health, Environmental and Occupational Health and Family Practice. According to data from OpenAlex, Lorraine Noble has authored 32 papers receiving a total of 929 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in General Health Professions, 16 papers in Public Health, Environmental and Occupational Health and 7 papers in Family Practice. Recurrent topics in Lorraine Noble's work include Patient-Provider Communication in Healthcare (15 papers), Innovations in Medical Education (10 papers) and Clinical Reasoning and Diagnostic Skills (7 papers). Lorraine Noble is often cited by papers focused on Patient-Provider Communication in Healthcare (15 papers), Innovations in Medical Education (10 papers) and Clinical Reasoning and Diagnostic Skills (7 papers). Lorraine Noble collaborates with scholars based in United Kingdom, Norway and United States. Lorraine Noble's co-authors include Gill Livingston, Monica McParland, Stanton Newman, I. C. McManus, R.H. Behrens, Margaret Lloyd, Cornelius Katona, Lorna Farquharson, Helen Salisbury and Bernadette O’Neill and has published in prestigious journals such as Social Science & Medicine, Journal of Medical Internet Research and Acta Psychiatrica Scandinavica.

In The Last Decade

Lorraine Noble

30 papers receiving 855 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lorraine Noble United Kingdom 15 408 390 173 173 169 32 929
Rebecca Erschens Germany 15 408 1.0× 485 1.2× 109 0.6× 149 0.9× 237 1.4× 55 886
Sandra Carr Australia 17 515 1.3× 264 0.7× 117 0.7× 253 1.5× 77 0.5× 76 984
Benjamin Blatt United States 18 657 1.6× 295 0.8× 301 1.7× 173 1.0× 79 0.5× 50 1.0k
Gominda Ponnamperuma Sri Lanka 18 796 2.0× 574 1.5× 188 1.1× 337 1.9× 445 2.6× 56 1.6k
Thelma Quince United Kingdom 17 642 1.6× 431 1.1× 458 2.6× 64 0.4× 146 0.9× 24 1.0k
Teresa Loda Germany 13 311 0.8× 385 1.0× 92 0.5× 101 0.6× 187 1.1× 28 701
Stuart Slavin United States 19 1.0k 2.5× 832 2.1× 178 1.0× 323 1.9× 295 1.7× 48 1.8k
Pamela M. Ironside United States 20 376 0.9× 410 1.1× 194 1.1× 502 2.9× 141 0.8× 48 1.4k
Gary L. Beck Dallaghan United States 13 463 1.1× 289 0.7× 52 0.3× 116 0.7× 94 0.6× 119 789
Michael Dekhtyar United States 15 676 1.7× 451 1.2× 191 1.1× 99 0.6× 54 0.3× 28 890

Countries citing papers authored by Lorraine Noble

Since Specialization
Citations

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

Fields of papers citing papers by Lorraine Noble

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lorraine Noble

This figure shows the co-authorship network connecting the top 25 collaborators of Lorraine Noble. A scholar is included among the top collaborators of Lorraine Noble 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 Lorraine Noble. Lorraine Noble 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.
Makoul, Gregory, et al.. (2025). Reinforcing the humanity in healthcare: using the Glasgow Consensus Statement in the real world. Patient Education and Counseling. 137. 109131–109131.
2.
Makoul, Gregory, Lorraine Noble, Pål Gulbrandsen, & Sandra van Dulmen. (2024). Reinforcing the humanity in healthcare: The Glasgow Consensus Statement on effective communication in clinical encounters. Patient Education and Counseling. 122. 108158–108158. 6 indexed citations
3.
Silkens, Milou, Kirsty Alexander, Rowena Viney, et al.. (2023). A national qualitative investigation of the impact of service change on doctors’ training during Covid-19. BMC Medical Education. 23(1). 174–174. 1 indexed citations
4.
5.
Noble, Lorraine, et al.. (2020). Footprints of Birth: An Innovative Educational Intervention Foregrounding Women's Voices to Improve Empathy and Reflective Practice in Maternity Care. Journal of Continuing Education in the Health Professions. 40(3). 192–198. 8 indexed citations
6.
Noble, Lorraine, et al.. (2018). Consensus statement on an updated core communication curriculum for UK undergraduate medical education. Patient Education and Counseling. 101(9). 1712–1719. 49 indexed citations
7.
Griffin, Ann, et al.. (2015). Quality and impact of appraisal for revalidation: the perceptions of London’s responsible officers and their appraisers. BMC Medical Education. 15(1). 152–152. 8 indexed citations
8.
Noble, Lorraine. (2014). Engaging patients in the pre-travel consultation. Practice Nursing. 25(8). 376–380.
9.
Noble, Lorraine, et al.. (2013). The Impact of Injection Anxiety on Education of Travelers About Common Travel Risks. Journal of Travel Medicine. 21(2). 86–91. 10 indexed citations
10.
Noble, Lorraine, et al.. (2012). Travel Clinic Consultation and Risk Assessment. Infectious Disease Clinics of North America. 26(3). 575–593. 21 indexed citations
11.
Joekes, Katherine, et al.. (2011). Does the inclusion of 'professional development' teaching improve medical students' communication skills?. BMC Medical Education. 11(1). 41–41. 24 indexed citations
12.
Farquharson, Lorna, Lorraine Noble, & R.H. Behrens. (2011). Travel clinic communication and non-adherence to malaria chemoprophylaxis. Travel Medicine and Infectious Disease. 9(6). 278–283. 8 indexed citations
13.
Kerr, Cicely, Elizabeth Murray, Lorraine Noble, et al.. (2010). The Potential of Web-based Interventions for Heart Disease Self-Management: A Mixed Methods Investigation. Journal of Medical Internet Research. 12(4). e56–e56. 43 indexed citations
14.
Cave, Judith, et al.. (2007). Explicitly linking teaching and assessment of communication skills. Medical Teacher. 29(4). 317–322. 14 indexed citations
15.
Noble, Lorraine, et al.. (2007). The effect of professional skills training on patient‐centredness and confidence in communicating with patients. Medical Education. 41(5). 432–440. 47 indexed citations
16.
McParland, Monica, Lorraine Noble, & Gill Livingston. (2004). The effectiveness of problem‐based learning compared to traditional teaching in undergraduate psychiatry. Medical Education. 38(8). 859–867. 198 indexed citations
17.
Mahoney, Rachel, Cornelius Katona, Monica McParland, Lorraine Noble, & Gill Livingston. (2004). Shortage specialties: changes in career intentions from medical student to newly qualified doctor. Medical Teacher. 26(7). 650–654. 41 indexed citations
18.
19.
McParland, Monica, Lorraine Noble, Gill Livingston, & I. C. McManus. (2003). The effect of a psychiatric attachment on students' attitudes to and intention to pursue psychiatry as a career. Medical Education. 37(5). 447–454. 114 indexed citations
20.
Noble, Lorraine. (2002). Communication skills training: pragmatism versus proof. Medical Education. 36(2). 108–109. 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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