Lynn V. Monrouxe

6.4k total citations · 3 hit papers
100 papers, 3.9k citations indexed

About

Lynn V. Monrouxe is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Psychiatry and Mental health. According to data from OpenAlex, Lynn V. Monrouxe has authored 100 papers receiving a total of 3.9k indexed citations (citations by other indexed papers that have themselves been cited), including 62 papers in Public Health, Environmental and Occupational Health, 39 papers in General Health Professions and 22 papers in Psychiatry and Mental health. Recurrent topics in Lynn V. Monrouxe's work include Innovations in Medical Education (56 papers), Empathy and Medical Education (22 papers) and Clinical Reasoning and Diagnostic Skills (11 papers). Lynn V. Monrouxe is often cited by papers focused on Innovations in Medical Education (56 papers), Empathy and Medical Education (22 papers) and Clinical Reasoning and Diagnostic Skills (11 papers). Lynn V. Monrouxe collaborates with scholars based in Australia, United Kingdom and Taiwan. Lynn V. Monrouxe's co-authors include Charlotte E. Rees, Rola Ajjawi, Lara Varpio, Bridget C. OʼBrien, Karen Mattick, Alison Bullock, Laura A. McDonald, Wendy Hu, Lisa Grundy and Paul Crampton and has published in prestigious journals such as PLoS ONE, Social Science & Medicine and Journal of Advanced Nursing.

In The Last Decade

Lynn V. Monrouxe

94 papers receiving 3.8k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking

2016 619 citations Lara Varpio, Rola Ajjawi et al. Medical Education profile →
Identity, identification and medical education: why should we care?

2009 432 citations Lynn V. Monrouxe Medical Education profile →
Academic outcomes of flipped classroom learning: a meta‐analysis

2018 224 citations Lynn V. Monrouxe et al. Medical Education profile →

Peers

Lynn V. Monrouxe

PHEOH

GHP

PMH

EDUCA

Alan Bleakley United Kingdom

Martin R. Fischer Germany

Frederic W. Hafferty United States

Arianne Teherani United States

Sylvia R. Cruess Canada

Renée E. Stalmeijer Netherlands

Pim W. Teunissen Netherlands

Jill Thistlethwaite Australia

Charlotte E. Rees United Kingdom

Shiphra Ginsburg Canada

Alan Bleakley United Kingdom

Lynn V. Monrouxe

1.6k ×0.7

PHEOH

1.1k ×0.7

GHP

879 ×1.0

PMH

594 ×0.8

EDUCA

476 ×0.9

Citations per year, relative to Lynn V. Monrouxe Lynn V. Monrouxe (= 1×) peers Alan Bleakley

Countries citing papers authored by Lynn V. Monrouxe

Since Specialization

Citations

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

Fields of papers citing papers by Lynn V. Monrouxe

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lynn V. Monrouxe. 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 Lynn V. Monrouxe. The network helps show where Lynn V. Monrouxe may publish in the future.

Co-authorship network of co-authors of Lynn V. Monrouxe

This figure shows the co-authorship network connecting the top 25 collaborators of Lynn V. Monrouxe. A scholar is included among the top collaborators of Lynn V. Monrouxe 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 Lynn V. Monrouxe. Lynn V. Monrouxe is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Blair, Merran, Charlotte E. Rees, Simone Gibson, et al.. (2025). ‘Our training didn't prepare us for private practice’: A multi‐method study of dietetics graduates' preparedness for private practice employment. Nutrition & Dietetics. 1 indexed citations

Huang, Chien‐Da, et al.. (2025). The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis. Medical Education. 60(3). 230–246.

Scanlan, Justin Newton, et al.. (2025). Occupational Therapy Practitioners’ and Students’ Experiences of Diversity, Equity, and Inclusion: An International Scoping Review. American Journal of Occupational Therapy. 79(2). 1 indexed citations

Rees, Charlotte E., Kayley Lyons, Tina Brock, et al.. (2024). Exploring preparedness transitions in medicine and pharmacy: a qualitative longitudinal study to inform multiprofessional learning opportunities. Advances in Health Sciences Education. 30(3). 711–734. 8 indexed citations

Bell, Amani, Amabile Borges Dario, Gillian Nisbet, et al.. (2024). Improving the quality of allied health placements: student, educator and organisational preparedness. Studies in Continuing Education. 47(1). 337–359. 1 indexed citations

Schubert, Samantha, Caroline Hunt, & Lynn V. Monrouxe. (2024). A scoping review and theory‐informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective. Medical Education. 58(10). 1138–1139.

Dario, Amabile Borges, et al.. (2024). Beyond mere respect: new perspectives on dignity for healthcare workplace learning. Frontiers in Medicine. 10. 1274364–1274364. 4 indexed citations

Schubert, Samantha, Niels Buus, Lynn V. Monrouxe, & Caroline Hunt. (2023). Interrogation in clinical supervision sessions: Exploring the construction of clinical psychology trainees’ professional identities. Social Science & Medicine. 325. 115887–115887.

Blair, Merran, Lana Mitchell, Simone Gibson, et al.. (2023). The graduate dietitian experience of employment and employability: A longitudinal qualitative research study from one Australian university. Nutrition & Dietetics. 80(4). 377–388. 7 indexed citations

10.

Ajjawi, Rola, Paul Crampton, Shiphra Ginsburg, et al.. (2022). Promoting inclusivity in health professions education publishing. Medical Education. 56(3). 252–256. 23 indexed citations

11.

Samuriwo, Ray, Alison Bullock, Katie Webb, & Lynn V. Monrouxe. (2021). ‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse‐trainee doctors’ interactions. Medical Education. 55(12). 1394–1406. 11 indexed citations

12.

Rees, Charlotte E., Tina Brock, Michelle Leech, et al.. (2021). Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study. Medical Education. 55(9). 1078–1090. 27 indexed citations

13.

Shaw, Malissa Kay, et al.. (2019). Healthcare professionals’, students’, patients’ and donors’ perceptions of stem cell research and therapy: a systematic review protocol. BMJ Open. 9(2). e025801–e025801.

14.

Lin, Meng-Chih, et al.. (2018). Remote and onsite scoring of OSCEs using generalisability theory: A three-year cohort study. Medical Teacher. 41(5). 578–583. 13 indexed citations

15.

Rees, Charlotte E., et al.. (2018). ‘ I did try and point out about his dignity ’: a qualitative narrative study of patients and carers’ experiences and expectations of junior doctors. BMJ Open. 8(1). e017738–e017738. 8 indexed citations

16.

Monrouxe, Lynn V., et al.. (2017). Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study. BMJ Open. 7(12). e017942–e017942. 53 indexed citations

17.

Kilgour, James M., Lisa Grundy, & Lynn V. Monrouxe. (2016). A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. Teaching and Learning in Medicine. 28(1). 15–25. 64 indexed citations

18.

Varpio, Lara, Rola Ajjawi, Lynn V. Monrouxe, Bridget C. OʼBrien, & Charlotte E. Rees. (2016). Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking. Medical Education. 51(1). 40–50. 619 indexed citations breakdown →

19.

Monrouxe, Lynn V., et al.. (2015). Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies. BMJ Open. 5(5). e007518–e007518. 100 indexed citations

20.

Rees, Charlotte E., et al.. (2014). Supervised learning events in the Foundation Programme: a UK-wide narrative interview study. BMJ Open. 4(10). e005980–e005980. 29 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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