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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 portfolios have a future?
Erik W. Driessen
Advances in Health Sciences Education (2016) Vol. 22, Iss. 1, pp. 221-228
Open Access | Times Cited: 74

Showing 1-25 of 74 citing articles:

The reflective zombie: Problematizing the conceptual framework of reflection in medical education
Anne de la Croix, Mario Veen
Perspectives on Medical Education (2018) Vol. 7, Iss. 6, pp. 394-400
Open Access | Times Cited: 151
Assessment for Experiential Learning
Cecilia Ka Yuk Chan
(2022)
Open Access | Times Cited: 42
A systematic scoping review of group reflection in medical education
Gillian Li Gek Phua, Jasmine Lerk Juan Owyong, Ian Tze Yong Leong, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 9
A conceptual model of students' reflective practice for the development of employability competences, supported by an online learning platform
Perry Heymann, Ellen Bastiaens, Anne Jansen, et al.
Education + Training (2022) Vol. 64, Iss. 3, pp. 380-397
Open Access | Times Cited: 32
Integrating portfolio and mentorship in competency-based medical education: a Middle East experience
Mariam Shadan, Rania H. Shalaby, Arina Ziganshina, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio
Andrea Oudkerk Pool, Marjan Govaerts, Debbie Jaarsma, et al.
Advances in Health Sciences Education (2017) Vol. 23, Iss. 2, pp. 275-287
Open Access | Times Cited: 58
Why institutional ethnography? Why now? Institutional ethnography in health professions education
Gráinne P. Kearney, Michael Corman, Nigel Hart, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 1, pp. 17-24
Open Access | Times Cited: 52
Twelve tips to promote successful development of a learner performance dashboard within a medical education program
Christy Boscardin, Kirkpatrick B. Fergus, Bonnie Hellevig, et al.
Medical Teacher (2017) Vol. 40, Iss. 8, pp. 855-861
Closed Access | Times Cited: 51
Multiple‐role mentoring: mentors’ conceptualisations, enactments and role conflicts
Stephanie N. E. Meeuwissen, Renée E. Stalmeijer, Marjan Govaerts
Medical Education (2019) Vol. 53, Iss. 6, pp. 605-615
Open Access | Times Cited: 48
Technology enhanced assessment: Ottawa consensus statement and recommendations
Richard Fuller, Viktoria C. T. Goddard, Vishna Devi Nadarajah, et al.
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 836-850
Open Access | Times Cited: 22
Unravelling the learning of patient-centeredness
Christel Theodora Maria Grau Canet-Wittkampf
(2025)
Closed Access
The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?
Sylvia Heeneman, Erik W. Driessen
DOAJ (DOAJ: Directory of Open Access Journals) (2017) Vol. 34, Iss. 5, pp. Doc57-Doc57
Open Access | Times Cited: 44
Looking Back to Move Forward: First-Year Medical Students’ Meta-Reflections on Their Narrative Portfolio Writings
Hetty Cunningham, Delphine S. Taylor, Urmi Desai, et al.
Academic Medicine (2017) Vol. 93, Iss. 6, pp. 888-894
Open Access | Times Cited: 41
Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills
Stéphane Colognesi, Agnès Deprit, Thibault Coppe, et al.
SAGE Open (2021) Vol. 11, Iss. 2, pp. 215824402110168-215824402110168
Open Access | Times Cited: 27
Faculty Development Revisited: A Systems-Based View of Stakeholder Development to Meet the Demands of Entrustable Professional Activity Implementation
Carla Lupi, Allison R. Ownby, Janet A. Jokela, et al.
Academic Medicine (2018) Vol. 93, Iss. 10, pp. 1472-1479
Open Access | Times Cited: 34
Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning
Jorrick Beckers, Diana Dolmans, Michelle M.H. Knapen, et al.
Journal of Vocational Education and Training (2018) Vol. 71, Iss. 2, pp. 260-288
Open Access | Times Cited: 33
Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review
Catherine Gathu
Journal of Medical Education and Curricular Development (2022) Vol. 9, pp. 238212052210961-238212052210961
Open Access | Times Cited: 17
Portfolio use in postgraduate medical education: a systematic scoping review
Annabelle Jia Sing Lim, Daniel Zhihao Hong, Anushka Pisupati, et al.
Postgraduate Medical Journal (2023) Vol. 99, Iss. 1174, pp. 913-927
Open Access | Times Cited: 9
Untying the Gordian knot: remediation problems in medical schools that need remediation
Layne D. Bennion, Steven J. Durning, Jeffrey LaRochelle, et al.
BMC Medical Education (2018) Vol. 18, Iss. 1
Open Access | Times Cited: 30
An exploratory study on assessing reflective writing from teachers’ perspectives
Cecilia Ka Yuk Chan, Hannah Y. H. Wong, Jiahui Luo
Higher Education Research & Development (2020) Vol. 40, Iss. 4, pp. 706-720
Closed Access | Times Cited: 25
The role of ePortfolios in supporting learning in eight healthcare disciplines: A scoping review
Oona Janssens, Leen Haerens, Martin Valcke, et al.
Nurse Education in Practice (2022) Vol. 63, pp. 103418-103418
Open Access | Times Cited: 15
Twelve tips for introducing E-Portfolios in health professions education
Zarrin Seema Siddiqui, Marie B. Fisher, Christine Slade, et al.
Medical Teacher (2022) Vol. 45, Iss. 2, pp. 139-144
Open Access | Times Cited: 13
Written reflection in assessment and appraisal: GP and GP trainee views
Pamela Curtis, Gordon Taylor, Ruth Riley, et al.
Education for Primary Care (2017) Vol. 28, Iss. 3, pp. 141-149
Open Access | Times Cited: 22
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
Andrea Oudkerk Pool, Debbie Jaarsma, Erik W. Driessen, et al.
Perspectives on Medical Education (2020) Vol. 9, Iss. 3, pp. 166-172
Open Access | Times Cited: 20
How is self-regulated learning documented in e-portfolios of trainees? A content analysis
Rozemarijn van der Gulden, Sylvia Heeneman, Anneke Kramer, et al.
BMC Medical Education (2020) Vol. 20, Iss. 1
Open Access | Times Cited: 19
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