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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 1-25 of 133 citing articles:

Assessment, feedback and the alchemy of learning
Christopher Watling, Shiphra Ginsburg
Medical Education (2018) Vol. 53, Iss. 1, pp. 76-85
Closed Access | Times Cited: 310
Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2018) Vol. 41, Iss. 6, pp. 625-631
Open Access | Times Cited: 154
The Oxford Handbook of Experimental Semantics and Pragmatics

Oxford University Press eBooks (2019)
Closed Access | Times Cited: 112
“It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback
Subha Ramani, Sarah E. Post, Karen D. Könings, et al.
Teaching and Learning in Medicine (2016) Vol. 29, Iss. 2, pp. 153-161
Open Access | Times Cited: 111
The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva
Academic Medicine (2017) Vol. 92, Iss. 11, pp. 1617-1621
Open Access | Times Cited: 109
About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices
Subha Ramani, Karen D. Könings, Karen Mann, et al.
Academic Medicine (2018) Vol. 93, Iss. 9, pp. 1348-1358
Open Access | Times Cited: 104
Identifying coaching skills to improve feedback use in postgraduate medical education
Heather Armson, Jocelyn Lockyer, Marygrace Zetkulic, et al.
Medical Education (2019) Vol. 53, Iss. 5, pp. 477-493
Open Access | Times Cited: 86
Changing the culture of assessment: the dominance of the summative assessment paradigm
Christopher Harrison, Karen D. Könings, Lambert Schuwirth, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 83
Descriptors for unprofessional behaviours of medical students: a systematic review and categorisation
Marianne Mak–van der Vossen, Walther van Mook, Stéphanie van der Burgt, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 81
Managing tensions in assessment: moving beyond either–or thinking
Marjan Govaerts, Cees van der Vleuten, Eric S. Holmboe
Medical Education (2018) Vol. 53, Iss. 1, pp. 64-75
Open Access | Times Cited: 67
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 46
Cracking the code: residents’ interpretations of written assessment comments
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva, et al.
Medical Education (2017) Vol. 51, Iss. 4, pp. 401-410
Open Access | Times Cited: 61
Fairness: the hidden challenge for competency-based postgraduate medical education programs
Colleen Y. Colbert, Judith C. French, Mary Elizabeth Herring, et al.
Perspectives on Medical Education (2017) Vol. 6, Iss. 5, pp. 347-355
Open Access | Times Cited: 49
Evaluation of a National Competency-Based Assessment System in Emergency Medicine: A CanDREAM Study
Brent Thoma, Andrew K. Hall, Kevin Clark, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 4, pp. 425-434
Open Access | Times Cited: 43
Quantification
Adrian Brasoveanu, Jakub Dotlačil
Oxford University Press eBooks (2019), pp. 228-245
Closed Access | Times Cited: 43
The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance
Teresa M. Chan, Stefanie S. Sebok‐Syer, Christopher Sampson, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 3, pp. 319-329
Closed Access | Times Cited: 39
Race and Gender Bias in Internal Medicine Program Director Letters of Recommendation
Neil Zhang, Sarah Blissett, David E. Anderson, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 3, pp. 335-344
Open Access | Times Cited: 37
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
Keeping mum in clinical supervision: private thoughts and public judgements
Catherine E Scarff, Margaret Bearman, Neville Chiavaroli, et al.
Medical Education (2018) Vol. 53, Iss. 2, pp. 133-142
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
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
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
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