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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:

Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
Jennifer R. Kogan, Rose Hatala, Karen E. Hauer, et al.
Perspectives on Medical Education (2017) Vol. 6, Iss. 5, pp. 286-305
Open Access | Times Cited: 123

Showing 26-50 of 123 citing articles:

Ten caveats of learning analytics in health professions education: A consumer’s perspective
Olle ten Cate, Suzan Dahdal, Thomas Lambert, et al.
Medical Teacher (2020) Vol. 42, Iss. 6, pp. 673-678
Open Access | Times Cited: 23
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 5, pp. 541-551
Closed Access | Times Cited: 21
Applying a Competency-Based Medical Education Framework to Development of Residents’ Feedback Skills
Laura Cardella, Valerie J. Lang, Wendi Cross, et al.
Academic Psychiatry (2024) Vol. 48, Iss. 4, pp. 329-333
Closed Access | Times Cited: 2
Curriculum Innovations: Enhancing Skills in Serious Illness Communication in Neurology Residents Using Simulation
Marcey Osgood, Brian Silver, Jennifer Reidy, et al.
Neurology Education (2024) Vol. 3, Iss. 3
Open Access | Times Cited: 2
Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned
Megan J. Bray, Elizabeth Bradley, James R. Martindale, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 4, pp. 434-444
Closed Access | Times Cited: 20
Implementation of the Operating Room Black Box Research Program at the Ottawa Hospital Through Patient, Clinical, and Organizational Engagement: Case Study
Sylvain Boet, Cole Etherington, Sandy Lam, et al.
Journal of Medical Internet Research (2020) Vol. 23, Iss. 3, pp. e15443-e15443
Open Access | Times Cited: 19
Farewell to the Step 2 Clinical Skills Exam: New Opportunities, Obligations, and Next Steps
Rachel Yudkowsky, Karen Szauter
Academic Medicine (2021) Vol. 96, Iss. 9, pp. 1250-1253
Open Access | Times Cited: 17
Competency-Based Assessments: Leveraging Artificial Intelligence to Predict Subcompetency Content
Gregory J. Booth, Benjamin P. Ross, William A. Cronin, et al.
Academic Medicine (2022) Vol. 98, Iss. 4, pp. 497-504
Open Access | Times Cited: 11
Examining enablers and barriers to entrustable professional activity acquisition using the theoretical domains framework: A qualitative framework analysis study
Quinten S. Paterson, Hussein Alrimawi, Spencer Sample, et al.
AEM Education and Training (2023) Vol. 7, Iss. 2
Open Access | Times Cited: 6
Moving Toward Summative Competency Assessment to Individualize the Postclerkship Phase
Meg Keeley, Maryellen E. Gusic, Helen Morgan, et al.
Academic Medicine (2019) Vol. 94, Iss. 12, pp. 1858-1864
Open Access | Times Cited: 19
Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Academic Medicine (2020) Vol. 95, Iss. 12, pp. 1937-1944
Open Access | Times Cited: 17
Development of Resident-Sensitive Quality Measures for Inpatient General Internal Medicine
Benjamin Kinnear, Matthew Kelleher, Dana Sall, et al.
Journal of General Internal Medicine (2020) Vol. 36, Iss. 5, pp. 1271-1278
Open Access | Times Cited: 17
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education
Samantha Halman, Angel Fu, Debra Pugh
Medical Teacher (2020) Vol. 42, Iss. 11, pp. 1283-1288
Closed Access | Times Cited: 16
The Dissolution of the Step 2 Clinical Skills Examination and the Duty of Medical Educators to Step Up the Effectiveness of Clinical Skills Assessment
Jennifer R. Kogan, Karen E. Hauer, Eric S. Holmboe
Academic Medicine (2021) Vol. 96, Iss. 9, pp. 1242-1246
Open Access | Times Cited: 15
Exploring the Impact of Entrustable Professional Activities on Feedback Culture: A Qualitative Study of Anesthesiology Residents and Attendings
Sabine Berger, Renée E. Stalmeijer, Adrian Marty, et al.
Academic Medicine (2023) Vol. 98, Iss. 7, pp. 836-843
Open Access | Times Cited: 5
Resident and attending perceptions of direct observation in internal medicine: a qualitative study
Stephen Gauthier, Lindsay Melvin, Maria Mylopoulos, et al.
Medical Education (2018) Vol. 52, Iss. 12, pp. 1249-1258
Closed Access | Times Cited: 18
Defining the need for faculty development in assessment
Susan Steinemann, James R. Korndorffer, Daniel L. Dent, et al.
The American Journal of Surgery (2021) Vol. 222, Iss. 4, pp. 679-684
Closed Access | Times Cited: 13
A state-of-the-art review of direct observation tools for assessing competency in person-centred care
Nina Ekman, Charles Taft, Philip Moons, et al.
International Journal of Nursing Studies (2020) Vol. 109, pp. 103634-103634
Open Access | Times Cited: 14
The effect of direct observation of procedural skills/mini-clinical evaluation exercise on the satisfaction and clinical skills of nursing students in dialysis
Hasanali Jafarpoor, Meimanat Hosseini, Maryam Sohrabi, et al.
Journal of Education and Health Promotion (2021) Vol. 10, Iss. 1, pp. 74-74
Open Access | Times Cited: 12
Simulation-Based Assessments and Graduating Neurology Residents' Milestones: Status Epilepticus Milestones
Yara Mikhaeil‐Demo, Eric S. Holmboe, Elizabeth E. Gerard, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 2, pp. 223-230
Open Access | Times Cited: 12
Factors and Interactions Influencing Direct Observation: A Literature Review Guided by Activity Theory
Margaret Swanberg, Sarah Woodson-Smith, Louis N. Pangaro, et al.
Teaching and Learning in Medicine (2021) Vol. 34, Iss. 2, pp. 155-166
Closed Access | Times Cited: 12
Part 5: Essentials of Neonatal-Perinatal Medicine Fellowship: evaluation of competence and proficiency using Milestones
Melissa M. Carbajal, Rita Dadiz, Taylor Sawyer, et al.
Journal of Perinatology (2022) Vol. 42, Iss. 6, pp. 809-814
Closed Access | Times Cited: 8
Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship
Capri Alex, H. Barrett Fromme, Larrie Greenberg, et al.
Academic Medicine (2024) Vol. 99, Iss. 9, pp. 997-1006
Open Access | Times Cited: 1
Towards a flexible and personalised development of veterinarians and veterinary nurses working in a companion animal referral care setting
Robert P. Favier, Joachim Proot, Matt Matiasovic, et al.
Veterinary Medicine and Science (2024) Vol. 10, Iss. 4
Open Access | Times Cited: 1
The Next Era of Assessment Within Medical Education: Exploring Intersections of Context and Implementation
Aliya Kassam, Ingrid de Vries, Sondra Zabar, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1
Open Access | Times Cited: 1

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