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D-Index & Metrics

Social Sciences and Humanities

D-Index
47
Citations
9215
World Ranking
3395
National Ranking
235

Elizabeth Molloy publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Elizabeth Molloy sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 144 publications — 38th percentile

38% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Elizabeth Molloy D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Elizabeth Molloy sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 47 D-Index — 59th percentile

59% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Elizabeth Molloy is affiliated with the University of Melbourne in Australia. Their research spans primarily the fields of Medicine and Social Sciences, with a focus on Public Health, Environmental and Occupational Health, Education, General Health Professions, Family Practice, and Genetics. The work largely contributes to innovations in medical education and healthcare practice.

Molloy's scholarly output includes substantial contributions to the understanding and improvement of medical education and interprofessional collaboration. Key topics covered in their research include:

  • Innovations in Medical Education
  • Interprofessional Education and Collaboration
  • Clinical Reasoning and Diagnostic Skills
  • Reflective Practices in Education
  • Simulation-Based Education in Healthcare
  • Student Assessment and Feedback
  • Evaluation of Teaching Practices

Their publication record also highlights collaborations with several frequent co-authors, reflecting sustained research partnerships. These include:

  • Margaret Bearman (13 joint publications)
  • Charlotte Denniston (7 joint publications)
  • Robyn Woodward-Kron (7 joint publications)
  • Damian J. Castanelli (6 joint publications)
  • Tim Clement (5 joint publications)

Molloy has published extensively in several academic venues, with the most frequent outlets being:

  • Focus on Health Professional Education A Multi-Professional Journal (6 publications)
  • Medical Education (5 publications)
  • Advances in Health Sciences Education (3 publications)
  • The Clinical Teacher (3 publications)
  • Disability and Rehabilitation (2 publications)

The following recent papers exemplify Molloy's research focus and publication record:

  • "Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?" (2020) in Medical Education
  • "Fostering self-regulated learning in higher education: Making self-regulation visible" (2020) in Active Learning in Higher Education
  • "Trust, power and learning in workplace-based assessment: The trainee perspective" (2021) in Medical Education
  • "Communication in interprofessional rehabilitation teams: a scoping review" (2020) in Disability and Rehabilitation
  • "Exploring the notion of teacher feedback literacies through the theory of practice architectures" (2021) in Assessment & Evaluation in Higher Education

Best Publications

  • Rethinking models of feedback for learning: the challenge of design

    David Boud;Elizabeth Katherine Molloy

  • What Makes for Effective Feedback: Staff and Student Perspectives.

    Phillip Dawson;Michael Henderson;Paige Mahoney;Michael Phillips

  • Developing a Learning-Centred Framework for Feedback Literacy.

    Elizabeth Molloy;David Boud;Michael Henderson

  • Feedback in Higher and Professional Education : Understanding it and doing it well

    David Boud;Elizabeth K Molloy

  • Observer roles that optimise learning in healthcare simulation education: a systematic review

    Stephanie O’Regan;Elizabeth Molloy;Leonie Watterson;Debra Nestel

  • Stigma experienced by people with nonspecific chronic low back pain: a qualitative study.

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Conditions that enable effective feedback

    Michael Henderson;Michael Phillips;Tracii Ryan;David Boud

  • `Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain:

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education.

    Elizabeth Molloy;Margaret Bearman

  • How technology shapes assessment design: Findings from a study of university teachers

    Sue Bennett;Phillip Dawson;Margaret Bearman;Elizabeth K Molloy

  • The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.

    Joanna Hong-Meng Tai;Joanna Hong-Meng Tai;Benedict J. Canny;Terry P. Haines;Elizabeth K. Molloy

  • Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review

    Joanna Tai;Elizabeth Molloy;Terry Haines;Benedict Canny

  • Support for assessment practice: developing the Assessment Design Decisions Framework

    Margaret Bearman;Phillip Dawson;David J Boud;Sue Bennett

  • People with non-specific chronic low back pain who have participated in exercise programs have preferences about exercise: a qualitative study

    Susan Carolyn Slade;Elizabeth Molloy;Jennifer Lyn Keating

  • Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Face Education Delivery for Health Professionals

    Stephen Maloney;Romi Haas;Jenny L Keating;Elizabeth Molloy

  • Changing conceptions of feedback

    Elizabeth Katherine Molloy;David Boud

  • Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement

    Christina E. Johnson;Jennifer L. Keating;David J. Boud;David J. Boud;David J. Boud;Megan Dalton

  • Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?

    Christina E. Johnson;Jennifer L. Keating;Elizabeth K. Molloy

  • Feedback Models for Learning, Teaching and Performance

    Elizabeth K. Molloy;David Boud

  • Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task.

    Elizabeth Molloy;Rola Ajjawi;Margaret Bearman;Christy Noble;Christy Noble

  • What is the problem with feedback

    David Boud;Elizabeth Katherine Molloy

  • The impact of emotions in feedback

    Elizabeth K Molloy;Francesc Borrell-Carrio;Ron Epstein

Frequent Co-Authors

David Boud
David Boud Deakin University
Debra Nestel
Debra Nestel Monash University
Phillip Dawson
Phillip Dawson Deakin University
Brett Williams
Brett Williams Monash University
Lisa McKenna
Lisa McKenna La Trobe University
Brian Clark Jolly
Brian Clark Jolly University of Newcastle Australia
Sue Bennett
Sue Bennett University of Wollongong
Charlotte E. Rees
Charlotte E. Rees University of Newcastle Australia
Ted Brown
Ted Brown Monash University
Peter Brooks
Peter Brooks University of Melbourne

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