Michele Long

501 total citations
19 papers, 327 citations indexed

About

Michele Long is a scholar working on Public Health, Environmental and Occupational Health, General Health Professions and Psychiatry and Mental health. According to data from OpenAlex, Michele Long has authored 19 papers receiving a total of 327 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Public Health, Environmental and Occupational Health, 9 papers in General Health Professions and 6 papers in Psychiatry and Mental health. Recurrent topics in Michele Long's work include Innovations in Medical Education (15 papers), Empathy and Medical Education (6 papers) and Clinical Reasoning and Diagnostic Skills (5 papers). Michele Long is often cited by papers focused on Innovations in Medical Education (15 papers), Empathy and Medical Education (6 papers) and Clinical Reasoning and Diagnostic Skills (5 papers). Michele Long collaborates with scholars based in United States, China and Israel. Michele Long's co-authors include Carol Carraccio, Robert Englander, Rebecca Blankenburg, Lavjay Butani, Michael Luna, Pamela A. Hadley, James F. Bale, Deborah E. Powell, Jennifer B. Soep and John S. Andrews and has published in prestigious journals such as SHILAP Revista de lepidopterología, PEDIATRICS and Academic Medicine.

In The Last Decade

Michele Long

18 papers receiving 311 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michele Long United States 9 207 97 87 55 42 19 327
Karen A. Friedman United States 12 163 0.8× 96 1.0× 47 0.5× 32 0.6× 35 0.8× 27 328
Lynda Slimmer United States 9 98 0.5× 166 1.7× 31 0.4× 32 0.6× 16 0.4× 17 376
Eugene Dinkevich United States 6 126 0.6× 140 1.4× 17 0.2× 61 1.1× 21 0.5× 9 315
Raphaël Bonvin Switzerland 12 192 0.9× 135 1.4× 89 1.0× 64 1.2× 12 0.3× 31 364
Mohamed Al‐Eraky Saudi Arabia 14 364 1.8× 157 1.6× 99 1.1× 95 1.7× 13 0.3× 35 513
Esther Giroldi Netherlands 11 108 0.5× 137 1.4× 47 0.5× 39 0.7× 9 0.2× 23 259
Tyra Fainstad United States 9 143 0.7× 129 1.3× 36 0.4× 22 0.4× 9 0.2× 21 262
Krista A. White United States 9 103 0.5× 128 1.3× 25 0.3× 76 1.4× 11 0.3× 22 387
Amy Miller Juvé United States 8 267 1.3× 115 1.2× 46 0.5× 81 1.5× 13 0.3× 20 405
Fariba Haghani Iran 12 89 0.4× 78 0.8× 16 0.2× 109 2.0× 19 0.5× 55 342

Countries citing papers authored by Michele Long

Since Specialization
Citations

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

Fields of papers citing papers by Michele Long

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michele Long

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

All Works

19 of 19 papers shown
1.
Hobday, Patricia M., Emily Borman-Shoap, Michael J. Cullen, et al.. (2025). COMPETENCY-BASED ADVANCEMENT IN MEDICAL EDUCATION: OUTCOMES OF THE EDUCATION IN PEDIATRICS ACROSS THE CONTINUUM (EPAC) PROJECT. Academic Pediatrics. 25(1). 102656–102656.
2.
Schwartz, Alan, Emily Borman-Shoap, Carol Carraccio, et al.. (2021). Learner Levels of Supervision Across the Continuum of Pediatrics Training. Academic Medicine. 96(7S). S42–S49. 7 indexed citations
3.
Bogetz, Alyssa L., Michele Long, Terry Kind, et al.. (2020). Medical student perspectives on conducting patient experience debrief interviews with hospitalized children and their families. Medical Teacher. 43(4). 421–427. 3 indexed citations
4.
Beck, Jimmy, Michele Long, & Michael S. Ryan. (2020). Into the Unknown: Helping Learners Become More Comfortable With Diagnostic Uncertainty. PEDIATRICS. 146(5). 6 indexed citations
5.
Trost, Margaret, et al.. (2019). Medical Student Participation in Patient- and Family-Centered Rounding: A National Survey of Pediatric Clerkships. Academic Pediatrics. 19(5). 549–554. 2 indexed citations
6.
Balmer, Dorene F., Patricia M. Hobday, Michele Long, et al.. (2019). Pediatric Career Choice: Insights From a Novel, Medical School Pathway Program. Academic Pediatrics. 20(1). 97–103. 5 indexed citations
7.
Bogetz, Alyssa L., Priti Bhansali, Michele Long, et al.. (2019). The Patient Experience Debrief Interview: How Conversations With Hospitalized Families Influence Medical Student Learning and Reflection. Academic Medicine. 94(11S). S86–S94. 7 indexed citations
8.
Bekmezian, Arpi, et al.. (2019). Keeping Time: Implementing Appointment-based Family-centered Rounds. Pediatric Quality and Safety. 4(4). e182–e182. 12 indexed citations
9.
Lane, J. Lindsey, Carol Carraccio, Tiffany S. Glasgow, et al.. (2018). Crossing the Gap: Using Competency-Based Assessment to Determine Whether Learners Are Ready for the Undergraduate-to-Graduate Transition. Academic Medicine. 94(3). 338–345. 46 indexed citations
10.
Plant, Jennifer, Su‐Ting T. Li, Rebecca Blankenburg, et al.. (2017). Reflective Practice in the Clinical Setting: A Multi-Institutional Qualitative Study of Pediatric Faculty and Residents. Academic Medicine. 92(11S). S75–S83. 13 indexed citations
11.
Andrews, John S., James F. Bale, Jennifer B. Soep, et al.. (2017). Education in Pediatrics Across the Continuum (EPAC): First Steps Toward Realizing the Dream of Competency-Based Education. Academic Medicine. 93(3). 414–420. 78 indexed citations
12.
Holmes, Alison Volpe, et al.. (2017). We Can Teach How to Bend the Cost Curve: Lessons in Pediatric High-Value Health Care. PEDIATRICS. 139(3). 1 indexed citations
13.
Farnan, Jeanne M., et al.. (2017). What's the Purpose of Rounds? A Qualitative Study Examining the Perceptions of Faculty and Students. Journal of Hospital Medicine. 12(11). 892–897. 22 indexed citations
14.
Long, Michele, et al.. (2016). Adolescent Depression: An Interactive Case-Based Session for Medical Students. MedEdPORTAL. 12. 10499–10499. 2 indexed citations
15.
Farnan, Jeanne M., et al.. (2016). Rounds Today: A Qualitative Study of Internal Medicine and Pediatrics Resident Perceptions. Journal of Graduate Medical Education. 8(4). 523–531. 29 indexed citations
16.
Long, Michele, Rebecca Blankenburg, & Lavjay Butani. (2015). Questioning as a Teaching Tool. PEDIATRICS. 135(3). 406–408. 16 indexed citations
17.
Butani, Lavjay, Rebecca Blankenburg, & Michele Long. (2013). Stimulating Reflective Practice Among Your Learners. PEDIATRICS. 131(2). 204–206. 19 indexed citations
18.
Stuart, Elizabeth A., et al.. (2012). Standardized Patient Cases for Skill Building in Patient-Centered, Cross-Cultural Interviewing (Stanford Gap Cases). SHILAP Revista de lepidopterología. 5 indexed citations
19.
Hadley, Pamela A., et al.. (2000). Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Language Speech and Hearing Services in Schools. 31(3). 280–295. 54 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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