Sydney Smee

1.6k total citations · 1 hit paper
16 papers, 1.1k citations indexed

About

Sydney Smee is a scholar working on Public Health, Environmental and Occupational Health, Family Practice and Radiology, Nuclear Medicine and Imaging. According to data from OpenAlex, Sydney Smee has authored 16 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Public Health, Environmental and Occupational Health, 11 papers in Family Practice and 8 papers in Radiology, Nuclear Medicine and Imaging. Recurrent topics in Sydney Smee's work include Innovations in Medical Education (14 papers), Clinical Reasoning and Diagnostic Skills (11 papers) and Radiology practices and education (8 papers). Sydney Smee is often cited by papers focused on Innovations in Medical Education (14 papers), Clinical Reasoning and Diagnostic Skills (11 papers) and Radiology practices and education (8 papers). Sydney Smee collaborates with scholars based in Canada, United States and United Kingdom. Sydney Smee's co-authors include David Blackmore, Claire Touchie, Ilona Bartman, Jocelyn Lockyer, Eric S. Holmboe, Danielle Hart, Jason R. Frank, Carol Carraccio, Ming‐Ka Chan and Robyn Tamblyn and has published in prestigious journals such as JAMA, Academic Medicine and The American Journal of Surgery.

In The Last Decade

Sydney Smee

15 papers receiving 1.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Core principles of assessment in competency-based medical education

2017 337 citations Jocelyn Lockyer, Carol Carraccio et al. Medical Teacher profile →

Peers

Sydney Smee

PHEOH

GHP

RNMI

PHYSI

Kelly J. Caverzagie United States

David Blackmore Canada

John Shatzer United States

Elizabeth Bernabeo United States

Jim Crossley United Kingdom

Lisa N. Conforti United States

Fergus Gleeson Ireland

Susan D. Wolfsthal United States

Jodi Herold McIlroy Canada

Benjamin Kinnear United States

Kelly J. Caverzagie United States

Sydney Smee

1.1k ×1.2

PHEOH

445 ×0.9

458 ×1.6

GHP

236 ×1.0

RNMI

105 ×0.8

PHYSI

Citations per year, relative to Sydney Smee Sydney Smee (= 1×) peers Kelly J. Caverzagie

Countries citing papers authored by Sydney Smee

Since Specialization

Citations

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

Fields of papers citing papers by Sydney Smee

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sydney Smee

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

All Works

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16 of 16 papers shown

Smee, Sydney, et al.. (2022). OSCE Standard Setting: Three Borderline Group Methods. Medical Science Educator. 32(6). 1439–1445. 5 indexed citations

Roy, Marguerite, et al.. (2020). Augmenting physician examiner scoring in objective structured clinical examinations: including the standardized patient perspective. Advances in Health Sciences Education. 26(1). 313–328. 5 indexed citations

Lockyer, Jocelyn, Carol Carraccio, Ming‐Ka Chan, et al.. (2017). Core principles of assessment in competency-based medical education. Medical Teacher. 39(6). 609–616. 337 indexed citations breakdown →

Ginsburg, Liane, Deborah Tregunno, Peter Norton, et al.. (2014). Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency. BMJ Quality & Safety. 24(3). 188–194. 18 indexed citations

Bartman, Ilona, Sydney Smee, & Marguerite Roy. (2013). A method for identifying extreme OSCE examiners. The Clinical Teacher. 10(1). 27–31. 28 indexed citations

Boursicot, Katharine, et al.. (2011). Performance in assessment: Consensus statement and recommendations from the Ottawa conference. Medical Teacher. 33(5). 370–383. 124 indexed citations

Smee, Sydney, et al.. (2010). Quality Assurance Best Practices for Simulation-Based Examinations. Simulation in Healthcare The Journal of the Society for Simulation in Healthcare. 5(4). 226–231. 13 indexed citations

Wenghofer, Elizabeth, D J Klass, Michał Abrahamowicz, et al.. (2009). Doctor scores on national qualifying examinations predict quality of care in future practice. Medical Education. 43(12). 1166–1173. 107 indexed citations

Boulet, John R., et al.. (2009). The Use of Standardized Patient Assessments for Certification and Licensure Decisions. Simulation in Healthcare The Journal of the Society for Simulation in Healthcare. 4(1). 35–42. 70 indexed citations

10.

Humphrey‐Murto, Susan, Claire Touchie, Timothy J. Wood, & Sydney Smee. (2009). Does the gender of the standardised patient influence candidate performance in an objective structured clinical examination?. Medical Education. 43(6). 521–525. 10 indexed citations

11.

Tamblyn, Robyn, Michał Abrahamowicz, Dale Dauphinée, et al.. (2007). Physician Scores on a National Clinical Skills Examination as Predictors of Complaints to Medical Regulatory Authorities. JAMA. 298(9). 993–993. 321 indexed citations

12.

Smee, Sydney, et al.. (2006). Is it feasible to include a technical skill station on a national licensing examination?. The American Journal of Surgery. 193(1). 86–89. 1 indexed citations

13.

Humphrey‐Murto, Susan, Sydney Smee, Claire Touchie, Timothy J. Wood, & David Blackmore. (2005). A Comparison of Physician Examiners and Trained Assessors in a High-Stakes OSCE Setting. Academic Medicine. 80(Supplement). S59–S62. 35 indexed citations

14.

Smee, Sydney, et al.. (2003). A Sequenced OSCE for Licensure: Administrative Issues, Results and Myths. Advances in Health Sciences Education. 8(3). 223–236. 18 indexed citations

15.

Smee, Sydney & David Blackmore. (2001). Setting standards for an objective structured clinical examination: the borderline group method gains ground on Angoff. Medical Education. 35(11). 1009–1010. 3 indexed citations

16.

Dauphinée, W. Dale, David Blackmore, Sydney Smee, Arthur I. Rothman, & Richard K. Reznick. (1997). Using the Judgments of Physician Examiners in Setting the Standards for a National Multi-center High Stakes OSCE. Advances in Health Sciences Education. 2(3). 201–211. 48 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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