Peter McCrorie

1.9k total citations
47 papers, 1.4k citations indexed

About

Peter McCrorie is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Education. According to data from OpenAlex, Peter McCrorie has authored 47 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Public Health, Environmental and Occupational Health, 13 papers in Family Practice and 8 papers in Education. Recurrent topics in Peter McCrorie's work include Innovations in Medical Education (34 papers), Clinical Reasoning and Diagnostic Skills (13 papers) and Problem and Project Based Learning (8 papers). Peter McCrorie is often cited by papers focused on Innovations in Medical Education (34 papers), Clinical Reasoning and Diagnostic Skills (13 papers) and Problem and Project Based Learning (8 papers). Peter McCrorie collaborates with scholars based in United Kingdom, Australia and Canada. Peter McCrorie's co-authors include Lesley Southgate, Della Freeth, David Perry, Scott Reeves, I. C. McManus, Brian Jolly, Pauline McAvoy, Richard Hays, L J M Caldon and Kuldip Singh and has published in prestigious journals such as BMJ, Teaching and Teacher Education and Medical Education.

In The Last Decade

Peter McCrorie

45 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peter McCrorie United Kingdom 18 1.0k 438 297 170 157 47 1.4k
Wayne Woloschuk Canada 17 882 0.9× 514 1.2× 297 1.0× 142 0.8× 262 1.7× 54 1.3k
Ming‐Jung Ho Taiwan 18 817 0.8× 468 1.1× 142 0.5× 90 0.5× 66 0.4× 50 1.2k
Valmae Ypinazar Australia 16 697 0.7× 493 1.1× 178 0.6× 131 0.8× 53 0.3× 24 1.1k
Linda D. Boyd United States 17 540 0.5× 503 1.1× 86 0.3× 144 0.8× 41 0.3× 100 1.5k
Hudson Birden Australia 15 507 0.5× 336 0.8× 89 0.3× 77 0.5× 59 0.4× 24 794
Gellisse Bagnall United Kingdom 13 416 0.4× 304 0.7× 157 0.5× 112 0.7× 22 0.1× 28 784
Amy Baernstein United States 9 554 0.5× 320 0.7× 146 0.5× 72 0.4× 35 0.2× 11 845
Alicia D. Monroe United States 14 461 0.5× 249 0.6× 77 0.3× 129 0.8× 96 0.6× 24 949
Cynthia C. Gadbury‐Amyot United States 23 556 0.6× 396 0.9× 75 0.3× 401 2.4× 23 0.1× 86 1.4k
Bidyadhar Sa Trinidad and Tobago 15 490 0.5× 251 0.6× 132 0.4× 195 1.1× 18 0.1× 49 1.0k

Countries citing papers authored by Peter McCrorie

Since Specialization
Citations

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

Fields of papers citing papers by Peter McCrorie

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peter McCrorie

This figure shows the co-authorship network connecting the top 25 collaborators of Peter McCrorie. A scholar is included among the top collaborators of Peter McCrorie 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 Peter McCrorie. Peter McCrorie 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.
2.
Jenkins, John, et al.. (2024). ASPIRE for excellence in curriculum development. Medical Teacher. 46(5). 633–639. 1 indexed citations
3.
Papageorgiou, Alexia, et al.. (2024). Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study. BMC Medical Education. 24(1). 324–324. 4 indexed citations
4.
Constantinou, Costas S., Alexia Papageorgiou, George Samoutis, & Peter McCrorie. (2017). Acquire, apply, and activate knowledge: A pyramid model for teaching and integrating cultural competence in medical curricula. Patient Education and Counseling. 101(6). 1147–1151. 13 indexed citations
5.
Cate, Olle ten, Karen Mann, Peter McCrorie, et al.. (2014). Faculty development through international exchange: The IMEX initiative. Medical Teacher. 36(7). 591–595. 17 indexed citations
6.
McManus, I. C., et al.. (2013). Which medical students enjoy problem-based learning?. Education in Medicine Journal. 5(1). 3 indexed citations
7.
Galbraith, Robert M., Brian Hodges, Pauline McAvoy, et al.. (2012). Expert validation of fit-for-purpose guidelines for designing programmes of assessment. BMC Medical Education. 12(1). 20–20. 45 indexed citations
8.
Prideaux, David, Chris Roberts, Kevin W. Eva, et al.. (2011). Assessment for selection for the health care professions and specialty training: Consensus statement and recommendations from the Ottawa 2010 Conference. Medical Teacher. 33(3). 215–223. 171 indexed citations
9.
McCrorie, Peter & Katharine Boursicot. (2009). Variations in medical school graduating examinations in the United Kingdom: Are clinical competence standards comparable?*. Medical Teacher. 31(3). 223–229. 24 indexed citations
10.
Macallan, Derek C., et al.. (2009). A model of clinical problem‐based learning for clinical attachments in medicine. Medical Education. 43(8). 799–807. 30 indexed citations
11.
12.
Mitchell, Barry, Peter McCrorie, & P. Sedgwick. (2004). Student attitudes towards anatomy teaching and learning in a multiprofessional context. Medical Education. 38(7). 737–748. 41 indexed citations
13.
Prideaux, David & Peter McCrorie. (2004). Models for the development of graduate entry medical courses: two case studies. Medical Education. 38(11). 1169–1175. 6 indexed citations
14.
Hays, Richard, Brian Jolly, L J M Caldon, et al.. (2002). Is insight important? Measuring capacity to change performance. Medical Education. 36(10). 965–971. 117 indexed citations
15.
Hays, Richard, Helena Davies, J.D. Beard, et al.. (2002). Selecting performance assessment methods for experienced physicians. Medical Education. 36(10). 910–917. 76 indexed citations
16.
Southgate, Lesley, Jim Cox, Neil Johnson, et al.. (2001). The General Medical Council's Performance Procedures: peer review of performance in the workplace. Medical Education. 35(s1). 9–19. 40 indexed citations
17.
Spencer, John, David Blackmore, Sam Heard, et al.. (2000). Patient‐oriented learning: a review of the role of the patient in the education of medical students. Medical Education. 34(10). 851–857. 209 indexed citations
18.
McCrorie, Peter, et al.. (1994). A survey of medical undergraduate community‐based teaching: taking undergraduate teaching into the community. Medical Education. 28(4). 312–315. 28 indexed citations
19.
Carroll, Mark & Peter McCrorie. (1987). Glycoproteins of trypanosomes: their biosynthesis and biological significance. Comparative Biochemistry and Physiology Part B Comparative Biochemistry. 88(1). 7–12. 1 indexed citations
20.
McCrorie, Peter, et al.. (1980). Studies on the anaemia in rabbits infected with Trypanosoma brucei brucei. Journal of Comparative Pathology. 90(1). 123–137. 7 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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