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Social Sciences and Humanities

D-Index
38
Citations
7746
World Ranking
5870
National Ranking
2791

Overview

Arianne Teherani is affiliated with the University of California, San Francisco in the United States. Their research spans across medicine and health professions, with a focus on public health, environmental and occupational health, as well as sociology and political science and gender studies. The primary areas of study include innovations in medical education, climate change and health impacts, medical education and admissions, diversity and career in medicine, empathy and medical education, healthcare professionals' stress and burnout, and health sciences research and education.

Their recent publications cover a range of topics related to medical education, healthcare, and environmental health. Some notable papers include:

  • They Don't See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships, 2020, Academic Medicine
  • Faculty development and partnership with students to integrate sustainable healthcare into health professions education, 2020, Medical Teacher
  • From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback, 2020, Teaching and Learning in Medicine
  • A new Mentor Evaluation Tool: Evidence of validity, 2020, PLoS ONE
  • Discussing climate change and other forms of global environmental change during the clinical encounter: Exploring US physicians' perspectives, 2021, The Journal of Climate Change and Health

Frequent co-authors who have collaborated with Teherani include Karen E. Hauer, Sheri D. Weiser, Karly Hampshire, Sapna E. Thottathil, and Catherine R. Lucey.

Their work has been published multiple times in several venues, with prominent contributions in:

  • Academic Medicine (17 publications)
  • Teaching and Learning in Medicine (4 publications)
  • Journal of General Internal Medicine (4 publications)
  • Medical Teacher (3 publications)
  • The Journal of Climate Change and Health (2 publications)

Their scholarly contributions cover an extensive range of fields relevant to medicine and health professions, with particular emphasis on integrating sustainability and diversity issues within healthcare education and clinical practice.

Best Publications

  • Disciplinary action by medical boards and prior behavior in medical school.

    Maxine A. Papadakis;Arianne Teherani;Mary A. Banach;Timothy R. Knettler

  • Choosing a Qualitative Research Approach

    Arianne Teherani;Tina Martimianakis;Terese Stenfors-Hayes;Anupma Wadhwa

  • Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence.

    Tai M. Lockspeiser;Patricia O’Sullivan;Arianne Teherani;Jessica Muller

  • Unprofessional behavior in Medical school is associated with subsequent disciplinary action by a state medical board

    Maxine A. Papadakis;Carol S. Hodgson;Arianne Teherani;Neal D. Kohatsu

  • How Small Differences in Assessed Clinical Performance Amplify to Large Differences in Grades and Awards: A Cascade With Serious Consequences for Students Underrepresented in Medicine.

    Arianne Teherani;Karen E. Hauer;Alicia Fernandez;Talmadge E. King

  • What Training Is Needed in the Fourth Year of Medical School? Views of Residency Program Directors

    Pamela Lyss-Lerman;Arianne Teherani;Eva Aagaard;Helen Loeser

  • Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept.

    Eva Aagaard;Arianne Teherani;David M. Irby

  • Third-year medical students' experiences with dying patients during the internal medicine clerkship: a qualitative study of the informal curriculum.

    Neda Ratanawongsa;Arianne Teherani;Karen E. Hauer

  • Domains of unprofessional behavior during medical school associated with future disciplinary action by a state medical board.

    Arianne Teherani;Carol S. Hodgson;Mary Banach;Maxine A. Papadakis

  • It's Time for Medical Schools to Introduce Climate Change Into Their Curricula.

    Caroline Wellbery;Perry Sheffield;Kavya Timmireddy;Mona Sarfaty

  • Outcomes of Different Clerkship Models: Longitudinal Integrated, Hybrid, and Block

    Arianne Teherani;David M. Irby;Helen Loeser

  • Development of a longitudinal integrated clerkship at an academic medical center

    Ann Poncelet;Seth Bokser;Brook Calton;Karen E. Hauer

  • They Don't See a Lot of People My Color: A Mixed Methods Study of Racial/Ethnic Stereotype Threat Among Medical Students on Core Clerkships.

    Justin L Bullock;Tai Lockspeiser;Amira Del Pino-Jones;Regina Richards

  • Medical students' perceptions of mentoring: a focus-group analysis.

    Karen E. Hauer;Arianne Teherani;Amy Dechet;Eva M. Aagaard

  • More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships.

    Karen E. Hauer;Bridget C. O’Brien;Lori A. Hansen;David Hirsh

  • Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations

    Arianne Teherani;Karen E. Hauer;Patricia O'Sullivan

  • Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encounters.

    David M Irby;Eva Aagaard;Arianne Teherani

  • Student perceptions of the one minute preceptor and traditional preceptor models

    Arianne Teherani;Patricia O'Sullivan;Eva M. Aagaard;Elizabeth H. Morrison

  • Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship.

    Arianne Teherani;Bridget C O'Brien;Dylan E Masters;Ann N Poncelet

  • Developing Entrustable Professional Activities for Entry Into Clerkship.

    H. Carrie Chen;Margaret McNamara;Arianne Teherani;Olle ten Cate

  • A national study of medical student clinical skills assessment.

    Karen E Hauer;Carol S Hodgson;Kathleen M Kerr;Arianne Teherani

Frequent Co-Authors

Karen E. Hauer
Karen E. Hauer University of California, San Francisco
Patricia S. O'Sullivan
Patricia S. O'Sullivan University of California, San Francisco
David M. Irby
David M. Irby University of California, San Francisco
Olle ten Cate
Olle ten Cate Utrecht University
Charles G. Prober
Charles G. Prober Stanford University
J. Andrew Alspaugh
J. Andrew Alspaugh Duke University
Heidi E. Kirsch
Heidi E. Kirsch University of California, San Francisco
Judith J. Prochaska
Judith J. Prochaska Stanford University

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