Reem Rachel Abraham

972 total citations
40 papers, 672 citations indexed

About

Reem Rachel Abraham is a scholar working on Education, Public Health, Environmental and Occupational Health and Clinical Psychology. According to data from OpenAlex, Reem Rachel Abraham has authored 40 papers receiving a total of 672 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 26 papers in Public Health, Environmental and Occupational Health and 5 papers in Clinical Psychology. Recurrent topics in Reem Rachel Abraham's work include Innovations in Medical Education (26 papers), Problem and Project Based Learning (13 papers) and Education and Critical Thinking Development (12 papers). Reem Rachel Abraham is often cited by papers focused on Innovations in Medical Education (26 papers), Problem and Project Based Learning (13 papers) and Education and Critical Thinking Development (12 papers). Reem Rachel Abraham collaborates with scholars based in India, United Kingdom and Saudi Arabia. Reem Rachel Abraham's co-authors include K Ramnarayan, Asha Kamath, Mohan Alexander, M Ganesh Kamath, Murray Fisher, Vasudha Devi, Vinod Pallath, Raghavendra Rao, Shashikiran Umakanth and S. Kiranmai and has published in prestigious journals such as Medical Education, Medical Teacher and BMC Medical Education.

In The Last Decade

Reem Rachel Abraham

38 papers receiving 605 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Reem Rachel Abraham India 14 415 387 102 78 64 40 672
Angela M. Lui United States 10 543 1.3× 204 0.5× 33 0.3× 103 1.3× 32 0.5× 13 730
Bas A. de Leng Netherlands 12 291 0.7× 314 0.8× 66 0.6× 128 1.6× 166 2.6× 27 640
Meral Demirören Türkiye 8 182 0.4× 180 0.5× 81 0.8× 65 0.8× 21 0.3× 24 344
Denise Kay United States 9 130 0.3× 152 0.4× 56 0.5× 41 0.5× 30 0.5× 25 373
Jenny Moffett Ireland 9 290 0.7× 186 0.5× 51 0.5× 20 0.3× 28 0.4× 18 497
Hyuksoon S. Song United States 11 166 0.4× 202 0.5× 82 0.8× 125 1.6× 66 1.0× 22 484
Monica McParland United Kingdom 4 152 0.4× 224 0.6× 118 1.2× 27 0.3× 41 0.6× 4 394
Harold C. Lyon Germany 10 190 0.5× 166 0.4× 46 0.5× 44 0.6× 60 0.9× 24 443
Erol Gürpınar Türkiye 8 249 0.6× 140 0.4× 47 0.5× 127 1.6× 15 0.2× 39 382
Eszter Kalman Australia 9 143 0.3× 186 0.5× 71 0.7× 19 0.2× 32 0.5× 13 394

Countries citing papers authored by Reem Rachel Abraham

Since Specialization
Citations

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

Fields of papers citing papers by Reem Rachel Abraham

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Reem Rachel Abraham. 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 Reem Rachel Abraham. The network helps show where Reem Rachel Abraham may publish in the future.

Co-authorship network of co-authors of Reem Rachel Abraham

This figure shows the co-authorship network connecting the top 25 collaborators of Reem Rachel Abraham. A scholar is included among the top collaborators of Reem Rachel Abraham 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 Reem Rachel Abraham. Reem Rachel Abraham 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.
Devi, Vasudha, et al.. (2023). Development and validation of Manipal Inventory for Curriculum Evaluation (MICE): A comprehensive tool for evaluation of hybrid medical curriculum. Bangladesh Journal of Medical Science. 22(1). 47–56. 2 indexed citations
2.
Devi, Vasudha, et al.. (2020). Impact of Learning Opportunities in Preparing Dental Students for Their Profession. Indian Journal of Public Health Research & Development. 11(2). 491–491. 1 indexed citations
3.
Abraham, Reem Rachel, et al.. (2019). Exploring the Dimensions of Group Discussion in Problem-based Learning among a Diverse Group of International Students: A Qualitative Study. JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH. 2 indexed citations
4.
Abraham, Reem Rachel, et al.. (2018). Exploring Time Management Skills of First Year Undergraduate Medical and Allied Health Science Students. JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH. 3 indexed citations
5.
Abraham, Reem Rachel, et al.. (2016). Exploring Students’ Self-Directed Learning in Problem-Based Learning. Education in Medicine Journal. 8(1). 2 indexed citations
6.
Devi, Vasudha, et al.. (2016). Curricular Impact on Learning Approaches and Critical Thinking Skills of Medical Students. Education in Medicine Journal. 8(4). 5 indexed citations
7.
Abraham, Reem Rachel, et al.. (2014). Cumulative grade point average as a tangible predictor of academic achievement: A retrospective cross-sectional study. 7–12. 2 indexed citations
8.
Abraham, Reem Rachel, et al.. (2014). Use of Humour in Classroom Teaching: Students’ Perspectives. 3(2). 11 indexed citations
9.
Devi, Vasudha, et al.. (2013). Link between self-directed learning readiness and academic performance of medical students. 34. 130–133. 1 indexed citations
10.
Abraham, Reem Rachel. (2010). Letters to the editor: Student generated questions drive learning in the classroom. Medical Teacher. 32(9). 5 indexed citations
11.
12.
Abraham, Reem Rachel, et al.. (2010). Student perspectives regarding the process of problem based learning at Melaka Manipal Medical College, India. South-East Asian Journal of Medical Education. 4(1). 59–59. 1 indexed citations
13.
Abraham, Reem Rachel, Surekha Kamath, & K Ramnarayan. (2010). Impact of note-taking on cognition during lectures. South-East Asian Journal of Medical Education. 4(2). 44–44. 2 indexed citations
14.
Devi, Vasudha, et al.. (2010). Mentored student project for inculcating research skills. Medical Education. 44(5). 496–496. 3 indexed citations
15.
Abraham, Reem Rachel, et al.. (2009). A report on stress among first year students in an Indian medical school. South-East Asian Journal of Medical Education. 3(2). 78–78. 23 indexed citations
16.
Abraham, Reem Rachel, et al.. (2009). Students’ perceptions regarding educational environment in an Indian dental school. Medical Teacher. 31(5). e185–e188. 66 indexed citations
17.
Abraham, Reem Rachel, et al.. (2008). Students' perceptions of learning environment in an Indian medical school. BMC Medical Education. 8(1). 20–20. 134 indexed citations
18.
Abraham, Reem Rachel, K Ramnarayan, & Asha Kamath. (2008). Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum. BMC Medical Education. 8(1). 40–40. 13 indexed citations
19.
Abraham, Reem Rachel, et al.. (2006). Learning approaches to physiology of undergraduates in an Indian medical school. Medical Education. 40(9). 916–923. 27 indexed citations
20.
Abraham, Reem Rachel, et al.. (2005). Student perspectives of assessment by TEMM model in physiology. AJP Advances in Physiology Education. 29(2). 94–97. 16 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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