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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:

Reading between the lines: faculty interpretations of narrative evaluation comments
Shiphra Ginsburg, Glenn Regehr, Lorelei Lingard, et al.
Medical Education (2015) Vol. 49, Iss. 3, pp. 296-306
Closed Access | Times Cited: 128

Showing 26-50 of 128 citing articles:

Best Practices in Formative Feedback in Resident Evaluations: A Narrative Review
Amy VanderStoep, Kereen Constant, Stephen M. Kavic
Journal of surgical education (2025) Vol. 82, Iss. 3, pp. 103417-103417
Closed Access
Narrative comments in internal medicine clerkship evaluations: room to grow
Christine Crumbley, Karen Szauter, Bernard Karnath, et al.
Medical Education Online (2025) Vol. 30, Iss. 1
Open Access
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1073-1081
Open Access | Times Cited: 42
Meaningful feedback through a sociocultural lens
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2019) Vol. 41, Iss. 12, pp. 1342-1352
Open Access | Times Cited: 41
How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’
Lambert Schuwirth, Cees van der Vleuten
Health Professions Education (2018) Vol. 5, Iss. 3, pp. 177-184
Open Access | Times Cited: 38
Learning to balance efficiency and innovation for optimal adaptive expertise
Martin Pusic, Sally A. Santen, Michael Dekhtyar, et al.
Medical Teacher (2018) Vol. 40, Iss. 8, pp. 820-827
Closed Access | Times Cited: 38
A National Study of Longitudinal Consistency in ACGME Milestone Ratings by Clinical Competency Committees: Exploring an Aspect of Validity in the Assessment of Residents’ Competence
Stanley J. Hamstra, Kenji Yamazaki, Melissa A. Barton, et al.
Academic Medicine (2019) Vol. 94, Iss. 10, pp. 1522-1531
Open Access | Times Cited: 38
Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 2, pp. 713-738
Closed Access | Times Cited: 37
Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students’ Feedback Experiences With Longitudinal Coaches
Brian Bakke, Leslie Sheu, Karen E. Hauer
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1057-1065
Open Access | Times Cited: 36
Seeing but not believing: Insights into the intractability of failure to fail
Andrea Gingerich, Stefanie S. Sebok‐Syer, Roseann Larstone, et al.
Medical Education (2020) Vol. 54, Iss. 12, pp. 1148-1158
Closed Access | Times Cited: 33
Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments
Stefanie S. Sebok‐Syer, Don A. Klinger, Jonathan Sherbino, et al.
Academic Medicine (2017) Vol. 92, Iss. 12, pp. 1774-1779
Open Access | Times Cited: 35
Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.
Kevin W. Eva
Journal of Applied Research in Memory and Cognition (2018) Vol. 7, Iss. 2, pp. 177-188
Closed Access | Times Cited: 34
Shadow systems in assessment: how supervisors make progress decisions in practice
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 1, pp. 131-147
Closed Access | Times Cited: 32
The compatibility principle: on philosophies in the assessment of clinical competence
Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 4, pp. 1003-1018
Closed Access | Times Cited: 32
Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department
Catherine Buckley, Sreeja Natesan, Adam W. Breslin, et al.
Annals of Emergency Medicine (2019) Vol. 75, Iss. 3, pp. 445-451
Open Access | Times Cited: 30
Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments
Shiphra Ginsburg, Jennifer R. Kogan, Andrea Gingerich, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1082-1088
Open Access | Times Cited: 30
“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
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66
Muirne Spooner, Catherine Duane, Jane Uygur, et al.
Medical Teacher (2021) Vol. 44, Iss. 1, pp. 3-18
Closed Access | Times Cited: 20
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
Clerkship Grading Committees: the Impact of Group Decision-Making for Clerkship Grading
Annabel K. Frank, Patricia O’Sullivan, Lynnea M. Mills, et al.
Journal of General Internal Medicine (2019) Vol. 34, Iss. 5, pp. 669-676
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
Gender differences in emergency medicine resident assessment: A scoping review
Isabella Menchetti, Debra Eagles, Dana Ghanem, et al.
AEM Education and Training (2022) Vol. 6, Iss. 5
Open Access | Times Cited: 13
Evaluating the Quality of Written Feedback Within Entrustable Professional Activities in an Internal Medicine Cohort
Lorenzo Madrazo, Jennifer DCruz, Natasha Correa, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 1, pp. 74-80
Open Access | Times Cited: 7
Numerical versus narrative: A comparison between methods to measure medical student performance during clinical clerkships
Josef Bartels, Christopher J. Mooney, Robert Thompson Stone
Medical Teacher (2017) Vol. 39, Iss. 11, pp. 1154-1158
Closed Access | Times Cited: 22
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

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