Sally A. Santen

6.9k total citations
297 papers, 4.3k citations indexed

About

Sally A. Santen is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and General Health Professions. According to data from OpenAlex, Sally A. Santen has authored 297 papers receiving a total of 4.3k indexed citations (citations by other indexed papers that have themselves been cited), including 220 papers in Public Health, Environmental and Occupational Health, 85 papers in Family Practice and 80 papers in General Health Professions. Recurrent topics in Sally A. Santen's work include Innovations in Medical Education (212 papers), Clinical Reasoning and Diagnostic Skills (84 papers) and Medical Education and Admissions (65 papers). Sally A. Santen is often cited by papers focused on Innovations in Medical Education (212 papers), Clinical Reasoning and Diagnostic Skills (84 papers) and Medical Education and Admissions (65 papers). Sally A. Santen collaborates with scholars based in United States, Canada and Norway. Sally A. Santen's co-authors include Robin R. Hemphill, Margaret Wolff, Danielle B. Holt, Laura R. Hopson, Joel Purkiss, Jocelyn Schiller, Larry D. Gruppen, Nikki L. Bibler Zaidi, Joseph House and Michelle Daniel and has published in prestigious journals such as New England Journal of Medicine, JAMA and SHILAP Revista de lepidopterología.

In The Last Decade

Sally A. Santen

276 papers receiving 4.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sally A. Santen United States 33 2.8k 1.2k 1.0k 659 634 297 4.3k
Robert Englander United States 31 3.9k 1.4× 1.4k 1.2× 1.7k 1.7× 357 0.5× 668 1.1× 64 4.6k
Arianne Teherani United States 32 3.5k 1.3× 1.3k 1.1× 1.1k 1.1× 717 1.1× 477 0.8× 112 4.6k
Fedde Scheele Netherlands 32 3.3k 1.2× 1.5k 1.2× 1.2k 1.2× 283 0.4× 560 0.9× 213 5.0k
Shiphra Ginsburg Canada 41 3.8k 1.4× 1.4k 1.1× 1.8k 1.8× 456 0.7× 898 1.4× 121 5.0k
William Iobst United States 22 3.7k 1.3× 1.0k 0.8× 1.8k 1.7× 319 0.5× 1.0k 1.6× 42 4.3k
Ara Tekian United States 31 2.2k 0.8× 764 0.6× 613 0.6× 499 0.8× 405 0.6× 184 3.2k
David E. Kern United States 35 3.4k 1.2× 2.1k 1.7× 868 0.9× 792 1.2× 448 0.7× 64 6.1k
Pim W. Teunissen Netherlands 40 4.0k 1.5× 1.6k 1.3× 1.5k 1.5× 395 0.6× 617 1.0× 160 5.6k
Karen E. Hauer United States 41 5.0k 1.8× 1.8k 1.5× 2.0k 1.9× 1.2k 1.8× 1.1k 1.7× 186 6.4k
Reed G. Williams United States 37 2.7k 1.0× 510 0.4× 1.1k 1.1× 358 0.5× 775 1.2× 107 4.2k

Countries citing papers authored by Sally A. Santen

Since Specialization
Citations

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

Fields of papers citing papers by Sally A. Santen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sally A. Santen. 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 Sally A. Santen. The network helps show where Sally A. Santen may publish in the future.

Co-authorship network of co-authors of Sally A. Santen

This figure shows the co-authorship network connecting the top 25 collaborators of Sally A. Santen. A scholar is included among the top collaborators of Sally A. Santen 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 Sally A. Santen. Sally A. Santen 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.
Santen, Sally A., Yvette Calderon, Earl J. Reisdorff, et al.. (2025). Factors associated with performance on the emergency medicine qualifying examination. AEM Education and Training. 9(1). e11065–e11065.
2.
Weber, Danielle, Danny T Y Wu, Daniel J. Sartori, et al.. (2025). Large Language Model–Based Assessment of Clinical Reasoning Documentation in the Electronic Health Record Across Two Institutions: Development and Validation Study. Journal of Medical Internet Research. 27. e67967–e67967.
3.
Toonkel, Rebecca L., Arnyce R. Pock, Karen E. Hauer, et al.. (2024). Stepping Back: How Should Pass/Fail Scoring Influence Step 1 Timing?. Academic Medicine. 100(2). 137–143.
4.
Santen, Sally A., et al.. (2024). Understanding resident wellness: A path analysis of the clinical learning environment at three institutions. Medical Teacher. 47(2). 316–322. 1 indexed citations
5.
Santen, Sally A., Sandra Yingling, Sean Hogan, et al.. (2024). Are They Prepared? Comparing Intern Milestone Performance of Accelerated 3-Year and 4-Year Medical Graduates. Academic Medicine. 99(11). 1267–1277. 6 indexed citations
6.
House, Joseph, et al.. (2024). Are interns prepared? A summary of current transition to residency preparation courses content. AEM Education and Training. 8(4). e11015–e11015. 1 indexed citations
7.
Santen, Sally A., et al.. (2024). Precision education in medicine: A necessary transformation to better prepare physicians to meet the needs of their patients. AEM Education and Training. 8(6). e11041–e11041.
8.
Turner, Laurah, et al.. (2023). Making Use of Natural Language Processing to Better Understand Medical Students’ Self-Assessment of Clinical Skills. Academic Medicine. 99(3). 285–289. 6 indexed citations
9.
Santen, Sally A., et al.. (2023). A Case of Human Trafficking in Appalachia and What Emergency Physicians Can Learn from It. Western Journal of Emergency Medicine. 24(3).
10.
Burk‐Rafel, Jesse, Stefanie S. Sebok‐Syer, Sally A. Santen, et al.. (2023). TRainee Attributable & Automatable Care Evaluations in Real-time (TRACERs): A Scalable Approach for Linking Education to Patient Care. Perspectives on Medical Education. 12(1). 149–159. 24 indexed citations
11.
Gruppen, Larry D., Michael S. Ryan, Samara Ginzburg, et al.. (2022). Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument. Medical Science Educator. 32(1). 183–193. 9 indexed citations
12.
Monrad, Seetha U., Nikki L. Bibler Zaidi, Joshua Kurtz, et al.. (2021). What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy. Medical Teacher. 43(5). 575–582. 16 indexed citations
13.
Ross, Paula T., T. Hart-Johnson, Sally A. Santen, & Nikki L. Bibler Zaidi. (2020). Considerations for using race and ethnicity as quantitative variables in medical education research. Perspectives on Medical Education. 9(5). 318–323. 83 indexed citations
14.
Gottlieb, Michael, Teresa M. Chan, Samuel Clarke, et al.. (2019). Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What’s Next?. AEM Education and Training. 4(S1). S57–S66. 12 indexed citations
15.
Feeser, V. Ramana, et al.. (2019). Analysis of the Emergency Medicine Clinical Learning Environment. AEM Education and Training. 3(3). 286–290. 7 indexed citations
16.
Santen, Sally A., Jessica Seidelman, Erica Brownfield, et al.. (2015). Milestones for Internal Medicine Sub-interns. The American Journal of Medicine. 128(7). 790–798.e2. 6 indexed citations
17.
Wei, Grant, et al.. (2014). 323 Can In-Training Exam Review Quizzes Administered via Audience Response System Predict Scores on In-Training Exam?. Annals of Emergency Medicine. 64(4). S114–S114. 1 indexed citations
18.
19.
Hemphill, Robin R., et al.. (2011). Those Who Can, Do and They Teach Too: Faculty Clinical Productivity and Teaching. SHILAP Revista de lepidopterología. 11 indexed citations
20.
Hemphill, Robin R., Sally A. Santen, & B.S. Heavrin. (2009). Surgeons’ and Emergency Physicians’ Perceptions of Trauma Management and Training. SHILAP Revista de lepidopterología. 1 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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