Megan Anakin

412 total citations
36 papers, 260 citations indexed

About

Megan Anakin is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Education. According to data from OpenAlex, Megan Anakin has authored 36 papers receiving a total of 260 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Public Health, Environmental and Occupational Health, 12 papers in Family Practice and 9 papers in Education. Recurrent topics in Megan Anakin's work include Innovations in Medical Education (25 papers), Clinical Reasoning and Diagnostic Skills (12 papers) and Pharmaceutical Practices and Patient Outcomes (7 papers). Megan Anakin is often cited by papers focused on Innovations in Medical Education (25 papers), Clinical Reasoning and Diagnostic Skills (12 papers) and Pharmaceutical Practices and Patient Outcomes (7 papers). Megan Anakin collaborates with scholars based in New Zealand, Australia and United Kingdom. Megan Anakin's co-authors include Daniel F. B. Wright, Stephen B. Duffull, Ralph Pinnock, Tim Wilkinson, Katherine Hall, Susan Vajoczki, Carlo A. Marra, Rachel Spronken‐Smith, Mick Healey and Julie Lawrence and has published in prestigious journals such as SHILAP Revista de lepidopterología, Medical Education and BMJ Open.

In The Last Decade

Megan Anakin

33 papers receiving 251 citations

Peers

Megan Anakin

PHEOH

EDUCA

GHP

EMS

Miriam Boillat Canada

Maggie Bartlett United Kingdom

Aubrie Swan Sein United States

Silas Taylor Australia

Wendy C. Cox United States

Roderick Neame Australia

Roghayeh Gandomkar Iran

Amy E. Fleming United States

Adam N. Pate United States

Jacqueline M. Zeeman United States

Miriam Boillat Canada

Megan Anakin

243 ×1.8

PHEOH

50 ×0.5

73 ×1.0

EDUCA

113 ×2.6

GHP

26 ×0.7

EMS

Citations per year, relative to Megan Anakin Megan Anakin (= 1×) peers Miriam Boillat

Countries citing papers authored by Megan Anakin

Since Specialization

Citations

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

Fields of papers citing papers by Megan Anakin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Megan Anakin

This figure shows the co-authorship network connecting the top 25 collaborators of Megan Anakin. A scholar is included among the top collaborators of Megan Anakin 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 Megan Anakin. Megan Anakin 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

Whalley, Gillian, et al.. (2025). Cardiac Ultrasound Training for Medical Students Utilizing Drawing and Ward-Based Instruction. MedEdPORTAL. 21. 11485–11485. 1 indexed citations

Anakin, Megan, Shane P. Desselle, & Daniel F. B. Wright. (2024). Leverage points for establishing clinical decision-maker as a vital component of pharmacists’ professional identity. Research in Social and Administrative Pharmacy. 20(9). 954–957. 3 indexed citations

Brewer, Margo, Sherryn Evans, Lyn Gum, Fiona Kent, & Megan Anakin. (2024). Interprofessional education for the next 50 years. Focus on Health Professional Education A Multi-Professional Journal. 25(1). 110–118. 1 indexed citations

Schalkwyk, Susan van, Eliana Amaral, Megan Anakin, et al.. (2024). Disentangling faculty development: A scoping review towards a rich description of the concept and its practice. Medical Teacher. 47(8). 1304–1325. 2 indexed citations

Coffey, Sean, et al.. (2023). Image quality and technical limitations in emergency department cardiac point‐of‐care ultrasound: A retrospective cohort study. Emergency Medicine Australasia. 36(2). 295–301.

Wilkinson, Tim, et al.. (2023). Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study. Medical Education. 57(8). 761–769. 11 indexed citations

Hall, Katherine, et al.. (2023). Medical students’ responses to uncertainty: a cross-sectional study using a new self-efficacy questionnaire in Aotearoa New Zealand. BMJ Open. 13(6). e066154–e066154. 3 indexed citations

Subramaniam, Rathan M., et al.. (2022). Student and Educator Experiences of an Integrated Medical Imaging Curriculum. Academic Radiology. 30(4). 765–770. 1 indexed citations

Rhodes, Johanna, et al.. (2021). Comparing evaluation responses of an interprofessional education initiative with students in undergraduate nursing and medical programmes. Nurse Education Today. 105. 105023–105023. 3 indexed citations

10.

Anakin, Megan, Stephen B. Duffull, & Daniel F. B. Wright. (2020). Therapeutic decision-making in primary care pharmacy practice. Research in Social and Administrative Pharmacy. 17(2). 326–331. 10 indexed citations

11.

Marra, Carlo A., et al.. (2020). Using Best-Worst Choice Methodology in a Survey of Pharmacists Regarding Pharmacy Practice Skills Teaching. American Journal of Pharmaceutical Education. 84(12). 848015–848015. 1 indexed citations

12.

Anakin, Megan, et al.. (2020). How do pharmacy students describe decision-making about drug therapy?. MedEdPublish. 9. 20–20. 1 indexed citations

13.

Wright, Daniel F. B., Megan Anakin, & Stephen B. Duffull. (2018). Clinical decision-making: An essential skill for 21st century pharmacy practice. Research in Social and Administrative Pharmacy. 15(5). 600–606. 37 indexed citations

14.

Duffull, Stephen B., Megan Anakin, & Daniel F. B. Wright. (2018). Understanding the process of clinical judgement for pharmacists when making clinical decisions. Research in Social and Administrative Pharmacy. 15(5). 607–614. 6 indexed citations

15.

Duffull, Stephen B., Daniel F. B. Wright, Carlo A. Marra, & Megan Anakin. (2017). A philosophical framework for pharmacy in the 21st century guided by ethical principles. Research in Social and Administrative Pharmacy. 14(3). 309–316. 25 indexed citations

16.

Anakin, Megan, et al.. (2017). Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning. MedEdPublish. 6. 182–182. 6 indexed citations

17.

Anakin, Megan, et al.. (2014). Foundation Content Knowledge: Pre-Service Teachers as Half-Empty or Becoming Fluent?.. Mathematics Education Research Group of Australasia. 2 indexed citations

18.

Anakin, Megan, et al.. (2013). Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?.. Mathematics Education Research Group of Australasia. 4 indexed citations

19.

Anakin, Megan, et al.. (2012). Diagnostic Assessment of Pre-Service Teachers’ Mathematical Content Knowledge. Mathematics teacher education and development. 14(2). 4–27. 11 indexed citations

20.

Anakin, Megan, et al.. (2012). Teaching Algebra Conceptually: Student Achievement.. Mathematics Education Research Group of Australasia.

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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