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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:

Do In-Training Evaluation Reports Deserve Their Bad Reputations? A Study of the Reliability and Predictive Ability of ITER Scores and Narrative Comments
Shiphra Ginsburg, Kevin W. Eva, Glenn Regehr
Academic Medicine (2013) Vol. 88, Iss. 10, pp. 1539-1544
Open Access | Times Cited: 74

Showing 26-50 of 74 citing articles:

Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education
Kimberley MacNeil, Cary Cuncic, Stéphane Voyer, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 3, pp. 641-654
Closed Access | Times Cited: 16
On Rating Angels: The Halo Effect and Straight Line Scoring
Jonathan Sherbino, Geoff Norman
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 6, pp. 721-723
Open Access | Times Cited: 15
Novel In-Training Evaluation Report in an Internal Medicine Residency Program: Improving the Quality of the Narrative Assessment
Marc Gutierrez, Kelsey Wilson, Brant Bickford, et al.
Journal of Medical Education and Curricular Development (2023) Vol. 10
Open Access | Times Cited: 4
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
Medical School Performance of Socioeconomically Disadvantaged and Underrepresented Minority Students Matriculating after a Multiple Mini-Interview
Anthony Jerant, Mark C. Henderson, Erin Griffin, et al.
Journal of Health Care for the Poor and Underserved (2018) Vol. 29, Iss. 1, pp. 303-320
Open Access | Times Cited: 14
What do quantitative ratings and qualitative comments tell us about general surgery residents’ progress toward independent practice? Evidence from a 5-year longitudinal cohort
Ara Tekian, Martin Borhani, Sarette T Tilton, et al.
The American Journal of Surgery (2018) Vol. 217, Iss. 2, pp. 288-295
Closed Access | Times Cited: 14
The Clinical Competency Committee in Adult Cardiothoracic Anesthesiology—Perspectives From Program Directors Around the United States
Stephanie Black, Michelle Capdeville, John Augoustides, et al.
Journal of Cardiothoracic and Vascular Anesthesia (2019) Vol. 33, Iss. 7, pp. 1819-1827
Closed Access | Times Cited: 13
Workplace‐based assessments—Articulating the playbook
Arpan Tahim, Deborah R. Gill, Jeff Bezemer
Medical Education (2023)
Open Access | Times Cited: 4
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
Education Research: The Narrative Evaluation Quality Instrument
Michael S. Kelly, Christopher J. Mooney, Justin Rosati, et al.
Neurology (2020) Vol. 94, Iss. 2, pp. 91-95
Open Access | Times Cited: 10
Does Incorporating a Measure of Clinical Workload Improve Workplace-Based Assessment Scores? Insights for Measurement Precision and Longitudinal Score Growth From Ten Pediatrics Residency Programs
Yoon Soo Park, Patricia J. Hicks, Carol Carraccio, et al.
Academic Medicine (2018) Vol. 93, Iss. 11S, pp. S21-S29
Open Access | Times Cited: 11
Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature
Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, et al.
AEM Education and Training (2020) Vol. 5, Iss. 3
Open Access | Times Cited: 9
Advancing Workplace-Based Assessment in Psychiatric Education
John Q. Young, Jason R. Frank, Eric S. Holmboe
Psychiatric Clinics of North America (2021) Vol. 44, Iss. 2, pp. 317-332
Closed Access | Times Cited: 9
Comparison of Simulation‐based Resuscitation Performance Assessments With In‐training Evaluation Reports in Emergency Medicine Residents: A Canadian Multicenter Study
Andrew K. Hall, Damon Dagnone, Sean Moore, et al.
AEM Education and Training (2017) Vol. 1, Iss. 4, pp. 293-300
Open Access | Times Cited: 9
Educational Impact Drives Feasibility of Implementing Daily Assessment in the Workplace
Nawaaz Nathoo, Ravi Sidhu, Andrea Gingerich
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 4, pp. 389-398
Closed Access | Times Cited: 8
Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study
Severin Pinilla, Alexandra Kyrou, Stefan Klöppel, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 8
Discriminating Features of Narrative Evaluations of Communication Skills During an OSCE
Kyle John Wilby, Marjan Govaerts, Zubin Austin, et al.
Teaching and Learning in Medicine (2019) Vol. 31, Iss. 3, pp. 298-306
Open Access | Times Cited: 8
The shift from disbelieving underperformance to recognising failure: A tipping point model
Andrea Gingerich, Stefanie S. Sebok‐Syer, Lorelei Lingard, et al.
Medical Education (2021) Vol. 56, Iss. 4, pp. 395-406
Closed Access | Times Cited: 7
The effect of gender dyads on the quality of narrative assessments of general surgery trainees
Aishwarya Roshan, Ahmad Farooq, Anita Acai, et al.
The American Journal of Surgery (2021) Vol. 224, Iss. 1, pp. 179-184
Closed Access | Times Cited: 7
Passing a Technical Skills Examination in the First Year of Surgical Residency Can Predict Future Performance
Sandra de Montbrun, Marisa Louridas, Teodor Grantcharov
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 3, pp. 324-329
Open Access | Times Cited: 7
Evaluating clerkship competency without exams
Anna T. Cianciolo, Susan Hingle, Tamer Hudali, et al.
The Clinical Teacher (2019) Vol. 17, Iss. 6, pp. 624-628
Closed Access | Times Cited: 7
Is psychometrics science?
Geoff Norman
Advances in Health Sciences Education (2016) Vol. 21, Iss. 4, pp. 731-734
Open Access | Times Cited: 6
Clinical Instructors’ Perceptions of Internationally Educated Physical Therapists’ Readiness to Practise during Supervised Clinical Internships in a Bridging Programme
Michael E. Kalu, Sharon Switzer-Mclntrye, Martine Quesnel, et al.
Physiotherapy Canada (2020) Vol. 73, Iss. 2, pp. 194-203
Open Access | Times Cited: 6
Comparing the Quality of Narrative Comments by Rotation Setting
Aishwarya Roshan, Natalie Wagner, Anita Acai, et al.
Journal of surgical education (2021) Vol. 78, Iss. 6, pp. 2070-2077
Closed Access | Times Cited: 6
Validity and Feasibility Evidence of Objective Structured Clinical Examination to Assess Competencies of Pediatric Critical Care Trainees*
Briseida Mema, Yoon Soo Park, Afrothite Kotsakis
Critical Care Medicine (2016) Vol. 44, Iss. 5, pp. 948-953
Closed Access | Times Cited: 5

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