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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 1, pp. 175-188
Closed Access | Times Cited: 133

Showing 26-50 of 133 citing articles:

Assessing supervisor versus trainee viewpoints of entrustment through cognitive and affective lenses: an artificial intelligence investigation of bias in feedback
Brian C. Gin, Olle ten Cate, Patricia O’Sullivan, et al.
Advances in Health Sciences Education (2024) Vol. 29, Iss. 5, pp. 1571-1592
Open Access | Times Cited: 3
“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written
Andrea Gingerich, Lorelei Lingard, Stefanie S. Sebok‐Syer, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1240-1246
Open Access | Times Cited: 3
Managing Multiplicity: Conceptualizing Physician Cognition in Multipatient Environments
Teresa M. Chan, Mathew Mercuri, Kenneth Van Dewark, et al.
Academic Medicine (2017) Vol. 93, Iss. 5, pp. 786-793
Open Access | Times Cited: 28
Constraint-Based Pragmatic Processing
Judith Degen, Michael K. Tanenhaus
Oxford University Press eBooks (2019), pp. 21-38
Closed Access | Times Cited: 26
Harnessing Natural Language Processing to Support Decisions Around Workplace-Based Assessment: Machine Learning Study of Competency-Based Medical Education
Yusuf Yılmaz, Alma Jurado Nunez, Ali Ariaeinejad, et al.
JMIR Medical Education (2022) Vol. 8, Iss. 2, pp. e30537-e30537
Open Access | Times Cited: 15
Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial
Jennifer R. Kogan, C. Jessica Dine, Lisa N. Conforti, et al.
Academic Medicine (2022) Vol. 98, Iss. 2, pp. 237-247
Open Access | Times Cited: 14
Utilizing Natural Language Processing of Narrative Feedback to Develop a Predictive Model of Pre-Clerkship Performance: Lessons Learned
Christina Maimone, Brigid M. Dolan, Marianne M. Green, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1, pp. 141-148
Open Access | Times Cited: 8
Competencies and Feedback on Internal Medicine Residents’ End-of-Rotation Assessments Over Time: Qualitative and Quantitative Analyses
Ara Tekian, Yoon Soo Park, Sarette T Tilton, et al.
Academic Medicine (2019) Vol. 94, Iss. 12, pp. 1961-1969
Open Access | Times Cited: 22
Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program
Matthew Kelleher, Benjamin Kinnear, Dana Sall, et al.
Perspectives on Medical Education (2021) Vol. 10, Iss. 6, pp. 334-340
Open Access | Times Cited: 17
Examining the Effects of Narrative Commentary on Evaluators’ Summative Assessments of Resident Performance
Cedric Lefebvre, Brian Hiestand, Casey Glass, et al.
Evaluation & the Health Professions (2018) Vol. 43, Iss. 3, pp. 159-161
Closed Access | Times Cited: 18
Using conversation analysis to explore feedback on resident performance
Marrigje E. Duitsman, Marije van Braak, Wyke Stommel, et al.
Advances in Health Sciences Education (2019) Vol. 24, Iss. 3, pp. 577-594
Open Access | Times Cited: 16
Exploring the role of power during debriefing of interprofessional simulations
Kathryn Robertson, Mindy Ju, Bridget C. O’Brien, et al.
Journal of Interprofessional Care (2022), pp. 1-9
Closed Access | Times Cited: 9
Why health professions education needs functional linguistics: the power of ‘stealth words’
Abigail Konopasky, Divya Ramani, Megan Ohmer, et al.
Medical Education (2019) Vol. 53, Iss. 12, pp. 1187-1195
Closed Access | Times Cited: 15
Idiosyncrasy in Assessment Comments: Do Faculty Have Distinct Writing Styles When Completing In-Training Evaluation Reports?
Shiphra Ginsburg, Andrea Gingerich, Jennifer R. Kogan, et al.
Academic Medicine (2020) Vol. 95, Iss. 11S, pp. S81-S88
Open Access | Times Cited: 13
Experiences of simulated patients in providing feedback in communication skills teaching for undergraduate medical students
Riya George, Harvey Wells, Annie Cushing
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 8
‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments
Leora Branfield Day, James Rassos, Maxime J. Billick, et al.
Medical Teacher (2022) Vol. 44, Iss. 12, pp. 1368-1375
Closed Access | Times Cited: 8
The Quality of Assessment for Learning score for evaluating written feedback in anesthesiology postgraduate medical education: a generalizability and decision study
Eugene Choo, Robert A. Woods, Mary E. Walker, et al.
Canadian Medical Education Journal (2023)
Open Access | Times Cited: 4
Using Politeness Theory to Deconstruct how Pre-registrant Pharmacists approach Disagreement in the Workplace
Yannee Liu, Averil Grieve, Steven Walker, et al.
American Journal of Pharmaceutical Education (2024), pp. 101303-101303
Open Access | Times Cited: 1
Can all roads lead to competency? School levels effects in Licensing examinations scores
Kulamakan Kulasegaram, Douglas Archibald, Ilona Bartman, et al.
Advances in Health Sciences Education (2024)
Closed Access | Times Cited: 1
Exploring Faculty Perceptions of Competency-Based Medical Education and Assessing Needs for Implementation in Obstetrics and Gynaecology Residency
Evan Tannenbaum, Hossai Furmli, Nancy Kent, et al.
Journal of Obstetrics and Gynaecology Canada (2019) Vol. 42, Iss. 6, pp. 707-717
Closed Access | Times Cited: 12
Describing student performance: a comparison among clinical preceptors across cultural contexts
Kerry Wilbur, Noha Hassaballa, Omaima Mahmood, et al.
Medical Education (2017) Vol. 51, Iss. 4, pp. 411-422
Closed Access | Times Cited: 12
Reference and Informativeness
Catherine Davies, Jennifer E. Arnold
Oxford University Press eBooks (2019), pp. 474-493
Closed Access | Times Cited: 11
Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty
Doreen M. Olvet, Joanne M. Willey, Jeffrey B. Bird, et al.
Medical Teacher (2021), pp. 1-15
Closed Access | Times Cited: 10
Non-communicated judgements of, versus feedback on, students’ essays: Is feedback inflation larger for students with a migration background?
Anna K. Nishen, Ursula Kessels
Social Psychology of Education (2021) Vol. 25, Iss. 1, pp. 1-31
Open Access | Times Cited: 10
Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments
Andrea Gingerich, Edward Schokking, Peter Yeates
Advances in Health Sciences Education (2018) Vol. 23, Iss. 5, pp. 937-959
Closed Access | Times Cited: 10

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