Michelle Z. Farland

810 total citations
32 papers, 565 citations indexed

About

Michelle Z. Farland is a scholar working on Public Health, Environmental and Occupational Health, Geriatrics and Gerontology and General Health Professions. According to data from OpenAlex, Michelle Z. Farland has authored 32 papers receiving a total of 565 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Public Health, Environmental and Occupational Health, 13 papers in Geriatrics and Gerontology and 9 papers in General Health Professions. Recurrent topics in Michelle Z. Farland's work include Innovations in Medical Education (19 papers), Pharmaceutical Practices and Patient Outcomes (13 papers) and Problem and Project Based Learning (6 papers). Michelle Z. Farland is often cited by papers focused on Innovations in Medical Education (19 papers), Pharmaceutical Practices and Patient Outcomes (13 papers) and Problem and Project Based Learning (6 papers). Michelle Z. Farland collaborates with scholars based in United States and Taiwan. Michelle Z. Farland's co-authors include Andrea S. Franks, Brigitte L. Sicat, Melissa S. Medina, Elena Umland, Jennifer Danielson, Sarah Shrader, Adam M. Persky, Patrick B. Barlow, Debbie C. Byrd and Deepti Vyas and has published in prestigious journals such as Annals of Pharmacotherapy, Pain Medicine and Diabetes Technology & Therapeutics.

In The Last Decade

Michelle Z. Farland

29 papers receiving 543 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Michelle Z. Farland United States	14	248	184	176	143	48	32	565
Kristi W. Kelley United States	13	245 1.0×	138 0.8×	261 1.5×	99 0.7×	24 0.5×	39	749
Leigh Ann Ross United States	11	109 0.4×	92 0.5×	52 0.3×	114 0.8×	31 0.6×	23	305
P. U. Joyner United States	11	223 0.9×	93 0.5×	165 0.9×	94 0.7×	17 0.4×	31	446
Vincent C. Dennis United States	10	94 0.4×	77 0.4×	67 0.4×	91 0.6×	26 0.5×	26	298
Seena L. Haines United States	11	135 0.5×	92 0.5×	78 0.4×	110 0.8×	16 0.3×	30	331
Krista L. Donohoe United States	12	129 0.5×	85 0.5×	83 0.5×	99 0.7×	23 0.5×	51	363
Shanna K. O’Connor United States	9	87 0.4×	72 0.4×	178 1.0×	168 1.2×	53 1.1×	34	514
Tyan Thomas United States	8	110 0.4×	37 0.2×	186 1.1×	43 0.3×	17 0.4×	22	391
Jane Horvath United States	5	91 0.4×	251 1.4×	62 0.4×	37 0.3×	10 0.2×	9	554
Lynette R. Moser United States	12	80 0.3×	98 0.5×	83 0.5×	33 0.2×	20 0.4×	24	425

Countries citing papers authored by Michelle Z. Farland

Since Specialization

Citations

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

Fields of papers citing papers by Michelle Z. Farland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michelle Z. Farland. 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 Michelle Z. Farland. The network helps show where Michelle Z. Farland may publish in the future.

Co-authorship network of co-authors of Michelle Z. Farland

This figure shows the co-authorship network connecting the top 25 collaborators of Michelle Z. Farland. A scholar is included among the top collaborators of Michelle Z. Farland 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 Michelle Z. Farland. Michelle Z. Farland 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

Farland, Michelle Z., et al.. (2025). Assessing Person-Centered Care in Pharmacy Education. American Journal of Pharmaceutical Education. 89(4). 101383–101383.

Sorensen, Todd D., Craig D. Cox, Stuart T. Haines, et al.. (2025). AACP Argus Commission Forecast 2025. American Journal of Pharmaceutical Education. 89(8). 101441–101441. 3 indexed citations

Wood, Caroline, Michelle Z. Farland, & Lindsey M. Childs‐Kean. (2025). Impact of Ungraded Readiness Assurance Tests on Student Preparation and Performance in an Integrated Required Pharmacy Course. American Journal of Pharmaceutical Education. 89(7). 101426–101426.

Farland, Michelle Z., et al.. (2025). Exploring Generative Artificial Intelligence to Enhance Reflective Writing in Pharmacy Education. American Journal of Pharmaceutical Education. 89(6). 101416–101416.

Medina, Melissa S., Michelle Z. Farland, John M. Conry, et al.. (2023). Finalizing the Work Related to the Curriculum Outcomes and Example Objectives and Entrustable Professional Activities (COEPA) Document: The Report of the 2022–2023 Academic Affairs Standing Committee. American Journal of Pharmaceutical Education. 87(8). 100560–100560. 11 indexed citations

Medina, Melissa S., Michelle Z. Farland, John M. Conry, et al.. (2023). The AACP Academic Affairs Committee’s Final 2022 Curricular Outcomes and Entrustable Professional Activities (COEPA) for Pharmacy Graduates to Replace 2013 CAPE and 2016 EPAs. American Journal of Pharmaceutical Education. 87(8). 100558–100558. 55 indexed citations

Medina, Melissa S., Scott K. Stolte, John M. Conry, et al.. (2023). Revising the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes and Entrustable Professional Activities (EPAs): The Report of the 2021-2022 Academic Affairs Standing Committee. American Journal of Pharmaceutical Education. 87(1). ajpe9453–ajpe9453. 13 indexed citations

Medina, Melissa S., Michelle Z. Farland, John M. Conry, et al.. (2023). The AACP Academic Affairs Committee’s Guidance for Use of the Curricular Outcomes and Entrustable Professional Activities (COEPA) for Pharmacy Graduates. American Journal of Pharmaceutical Education. 87(8). 100562–100562. 42 indexed citations

Farland, Michelle Z., et al.. (2022). Student Performance on Graded Versus Ungraded Readiness Assurance Tests in a Team-Based Learning Elective. American Journal of Pharmaceutical Education. 86(9). ajpe8851–ajpe8851. 12 indexed citations

10.

Reed, Brent N., Kathryn J. Smith, Jennifer D. Robinson, Stuart T. Haines, & Michelle Z. Farland. (2021). Situational judgment tests: An introduction for clinician educators. JACCP JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY. 5(1). 67–74. 4 indexed citations

11.

Smith, Kathryn J., Michelle Z. Farland, Mary Edwards, et al.. (2021). Assessing professionalism in health profession degree programs: A scoping review. Currents in Pharmacy Teaching and Learning. 13(8). 1078–1098. 6 indexed citations

12.

Farland, Michelle Z. & Lindsey M. Childs‐Kean. (2021). Stop tempting your students to cheat. Currents in Pharmacy Teaching and Learning. 13(6). 588–590. 6 indexed citations

13.

Smith, Kathryn J., et al.. (2020). Development and Validation of a Situational Judgement Test to Assess Professionalism. American Journal of Pharmaceutical Education. 84(7). ajpe7771–ajpe7771. 23 indexed citations

14.

Farland, Michelle Z. & Diane E. Beck. (2019). Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes. American Journal of Pharmaceutical Education. 83(9). 7255–7255. 7 indexed citations

15.

Farland, Michelle Z., Xiaoying Feng, Linda S. Behar‐Horenstein, & Diane E. Beck. (2018). Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning. American Journal of Pharmaceutical Education. 83(6). 7030–7030. 15 indexed citations

16.

Farland, Michelle Z., et al.. (2018). Pharmacy resident teaching and learning curriculum program outcomes: Student performance and quality assessment. Currents in Pharmacy Teaching and Learning. 10(6). 680–686. 7 indexed citations

17.

Farland, Michelle Z., et al.. (2015). Comparison of Answer-Until-Correct and Full-Credit Assessments in a Team-based Learning Course. American Journal of Pharmaceutical Education. 79(2). 21–21. 13 indexed citations

18.

Franks, Andrea S., et al.. (2013). Hospital Readmission and Emergency Department Use Based on Prescribing Patterns in Patients with Severely Uncontrolled Type 2 Diabetes Mellitus. Diabetes Technology & Therapeutics. 16(3). 150–155. 14 indexed citations

19.

Franks, Andrea S., et al.. (2013). Impact of Pharmacists’ Interventions and Simvastatin Dose Restrictions. Annals of Pharmacotherapy. 48(1). 54–61. 3 indexed citations

20.

Farland, Michelle Z., et al.. (2013). Best Practices for Implementing Team-Based Learning in Pharmacy Education. American Journal of Pharmaceutical Education. 77(8). 177–177. 81 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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