Background: Researchers turn to citation tracking to find the most influential articles for a particular topic and to see how often their own published papers are cited. For years researchers looking for this type of information had only one resource to consult: the Web of Science from Thomson Scientific. In 2004 two competitors emerged -Scopus from Elsevier and Google Scholar from Google. The research reported here uses citation analysis in an observational study examining these three databases; comparing citation counts for articles from two disciplines (oncology and condensed matter physics) and two years (1993 and 2003) to test the hypothesis that the different scholarly publication coverage provided by the three search tools will lead to different citation counts from each.

Healthflicks is a 2010-2011 National Network of Libraries of Medicine outreach project conducted in New Haven, CT, targeting health information literacy among urban teens through the creation of web videos. Students from a public magnet school with a health careers curriculum track volunteered. Yale University students were hired as video mentors. Partners included the Cushing/Whitney Medical Library, Hill Regional Career High School, the New Haven Free Public Library, and Yale University’s Office of New Haven and State Affairs. Outcomes included a Healthflicks YouTube channel and an ongoing partnership between an academic medical library and a high school with a health careers curriculum track.

Purpose:Little is known about physician assistant (PA) educators' publishing practices and the collective impact of their published works. The goal of this study was to describe the scholarly output of the PA professoriate in a way that is useful to both promotion committees and individual educators who are planning careers.Methods:A cross-sectional study was performed to demonstrate publishing patterns. The name of each PA-credentialed educator in academic health centers was searched in Scopus. Citations of peer-reviewed articles published through 2019 were retrieved and de-duplicated. The number of publications, h-indices, journal names, and keywords were collected between May 2019 and January 2020. Differences among academic ranks were explored, and keywords were analyzed. Frequently used journals were determined and their impact factors retrieved.Results:A total of 364 faculty met inclusion criteria. Between 1972 and 2019, 895 peer-reviewed articles were published; 603 were published in the last 10 years. Approximately half the study cohort (n = 172) published at least one peer-reviewed article that met inclusion criteria (range 1-89; median = 2). Overall, productivity remained steady over the last 10 years (range 0-59; median = 2). Faculty at the professor and associate level had a median h-index of 2.00 and assistants had a median h-index of 1.00. PhD-prepared faculty published more articles and had higher h-indices than faculty with other types of degrees.Conclusions:The results provide benchmarking data that can be used for promotion and professional development. More faculty must publish and increase the citation rate of their publications if we are to improve the reputation of the PA educator literature.