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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:

Tackling the void: the importance of addressing absences in the field of health professions education research
Morag Paton, Ayelet Kuper, Elise Paradis, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 1, pp. 5-18
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians
Tasha R. Wyatt, Dorene F. Balmer, Nicole Rockich‐Winston, et al.
Medical Education (2020) Vol. 55, Iss. 2, pp. 148-158
Closed Access | Times Cited: 94
“Changing the narrative”: a study on professional identity formation among Black/African American physicians in the U.S.
Tasha R. Wyatt, Nicole Rockich‐Winston, DeJuan White, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 1, pp. 183-198
Closed Access | Times Cited: 83
Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals
Dawit Wondimagegn, Cynthia Whitehead, Carrie Cartmill, et al.
BMJ Global Health (2023) Vol. 8, Iss. 6, pp. e011656-e011656
Open Access | Times Cited: 28
The wolf you feed: Challenging intraprofessional workplace‐based education norms
Renée E. Stalmeijer, Lara Varpio
Medical Education (2021) Vol. 55, Iss. 8, pp. 894-902
Open Access | Times Cited: 53
Health professions education scholarship: The emergence, current status, and future of a discipline in its own right
Olle ten Cate
FASEB BioAdvances (2021)
Open Access | Times Cited: 40
Promoting inclusivity in health professions education publishing
Rola Ajjawi, Paul Crampton, Shiphra Ginsburg, et al.
Medical Education (2022) Vol. 56, Iss. 3, pp. 252-256
Open Access | Times Cited: 29
Shapeshifters: Global South scholars and their tensions in border-crossing to Global North journals
Thirusha Naidu, Carrie Cartmill, Sunitha Swanepoel, et al.
BMJ Global Health (2024) Vol. 9, Iss. 4, pp. e014420-e014420
Open Access | Times Cited: 7
Power to the people? A co-produced critical review of service user involvement in mental health professions education
Csilla Kalocsai, Sacha Agrawal, Lee de Bie, et al.
Advances in Health Sciences Education (2023) Vol. 29, Iss. 1, pp. 273-300
Closed Access | Times Cited: 13
The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools
Molly Fyfe, Jo Horsburgh, Julia Blitz, et al.
Perspectives on Medical Education (2021) Vol. 11, Iss. 1, pp. 1-14
Open Access | Times Cited: 27
“The sins of our forefathers”: reimagining research in health professions education
Tasha R. Wyatt
Advances in Health Sciences Education (2022) Vol. 27, Iss. 4, pp. 1195-1206
Closed Access | Times Cited: 16
Research Methodologies in Health Professions Education Publications: Breadth and Rigor
Heeyoung Han, Julie Youm, Constance Tucker, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S54-S62
Open Access | Times Cited: 15
Transforming global health professions education for sustainability
Thirusha Naidu, Subha Ramani
Medical Education (2023) Vol. 58, Iss. 1, pp. 129-135
Open Access | Times Cited: 7
Medical school selection is a sociohistorical embedded activity: A comparison of five countries
Jennifer Cleland, Julia Blitz, Eliana Amaral, et al.
Medical Education (2024)
Open Access | Times Cited: 2
Passing the microphone: broadening perspectives by amplifying underrepresented voices
Dawit Wondimagegn, Sophie Soklaridis, Helen Yifter, et al.
Advances in Health Sciences Education (2020) Vol. 25, Iss. 5, pp. 1139-1147
Open Access | Times Cited: 14
Qualitative ego networks in health professions education: Capturing the self in relation to others
Laura Nimmon, Anique Atherley
Medical Education (2021) Vol. 56, Iss. 1, pp. 71-81
Closed Access | Times Cited: 12
Faster, higher, stronger – together? A bibliometric analysis of author distribution in top medical education journals
Dawit Wondimagegn, Cynthia Whitehead, Carrie Cartmill, et al.
medRxiv (Cold Spring Harbor Laboratory) (2022)
Open Access | Times Cited: 8
Blind spots in medical education: how can we envision new possibilities?
Sean Tackett, Yvonne Steinert, Cynthia Whitehead, et al.
Perspectives on Medical Education (2022) Vol. 11, Iss. 6, pp. 365-370
Open Access | Times Cited: 8
“Teaching capital”– a sociological analysis of medical educator portfolios for promotion
Mette Krogh Christensen, Iris Maria Pedersen, Gitte Wichmann-Hansen
Advances in Health Sciences Education (2024) Vol. 29, Iss. 5, pp. 1769-1786
Open Access | Times Cited: 1
What do you mean, ‘negotiating?’: Patient, physician, and healthcare professional experiences of navigating hierarchy in networks of interprofessional care
Graham Macdonald, Sevinj Asgarova, Wendy Hartford, et al.
Journal of Interprofessional Care (2023), pp. 1-12
Closed Access | Times Cited: 4
Competent to provide compassionate care? A critical discourse analysis of accreditation standards
Amanda Y. Chen, Ayelet Kuper, Cynthia Whitehead
Medical Education (2020) Vol. 55, Iss. 4, pp. 530-540
Closed Access | Times Cited: 11
Exploring the effectiveness of technology-based learning on the educational outcomes of undergraduate healthcare students: an overview of systematic reviews protocol
Muhammad Hibatullah Romli, Manraj Singh Cheema, Muhammad Zulfadli Mehat, et al.
BMJ Open (2020) Vol. 10, Iss. 11, pp. e041153-e041153
Open Access | Times Cited: 9
On the use and abuse of metaphors in assessment
Jacob Pearce, Neville Chiavaroli, Walter Tavares
Advances in Health Sciences Education (2023) Vol. 28, Iss. 4, pp. 1333-1345
Closed Access | Times Cited: 3
Implicit and inferred: on the philosophical positions informing assessment science
Walter Tavares, Kathryn Hodwitz, Paula Rowland, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1597-1623
Closed Access | Times Cited: 7
The promise of a health professions education imagination
Laura E. Hirshfield
Medical Education (2021) Vol. 56, Iss. 1, pp. 64-70
Closed Access | Times Cited: 7
Evaluation of the impact of leadership development on nurses and midwives underpinned by transformational learning theory: a corpus-informed analysis
Carmel Bond, Gemma Stacey, Greta Westwood, et al.
Leadership in health services (2023) Vol. 37, Iss. 5, pp. 1-12
Open Access | Times Cited: 2
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