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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:

“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: 80

Showing 1-25 of 80 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
Professional identity research in the health professions—a scoping review
Marian Cornett, Claire Palermo, Susan Ash
Advances in Health Sciences Education (2022) Vol. 28, Iss. 2, pp. 589-642
Open Access | Times Cited: 40
‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students
Justin L. Bullock, Javeed Sukhera, Amira del Pino‐Jones, et al.
Medical Education (2023) Vol. 58, Iss. 3, pp. 327-337
Open Access | Times Cited: 27
A scoping review and theory‐informed conceptual model of professional identity formation in medical education
Shiva Sarraf‐Yazdi, Anushka Pisupati, Chloe Keyi Goh, et al.
Medical Education (2024) Vol. 58, Iss. 10, pp. 1151-1165
Open Access | Times Cited: 7
What Role Should Resistance Play in Training Health Professionals?
Rachel Ellaway, Tasha R. Wyatt
Academic Medicine (2021) Vol. 96, Iss. 11, pp. 1524-1528
Open Access | Times Cited: 43
Professional identity formation: linking meaning to well-being
Diana Toubassi, Carly Schenker, Michael Roberts, et al.
Advances in Health Sciences Education (2022) Vol. 28, Iss. 1, pp. 305-318
Open Access | Times Cited: 33
Intersectionality: a means for centering power and oppression in research
Tasha R. Wyatt, Monnique Johnson, Zareen Zaidi
Advances in Health Sciences Education (2022) Vol. 27, Iss. 3, pp. 863-875
Closed Access | Times Cited: 32
The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review
Jonathan Liang, Donovan Kai Wei Ng, Vijayprasanth Raveendran, et al.
PLoS ONE (2024) Vol. 19, Iss. 1, pp. e0296367-e0296367
Open Access | Times Cited: 6
The Unbearable Whiteness of Professionalism
Saleem Razack
Oxford University Press eBooks (2025), pp. 477-488
Closed Access
Towards equitable learning environments for medical education: Bias and the intersection of social identities
Naïke Bochatay, Nadia M. Bajwa, Mindy Ju, et al.
Medical Education (2021) Vol. 56, Iss. 1, pp. 82-90
Closed Access | Times Cited: 32
Professional identity struggle and ideology: A qualitative study of residents' experiences
Adam P. Sawatsky, Caroline L. Matchett, Frederic W. Hafferty, et al.
Medical Education (2023) Vol. 57, Iss. 11, pp. 1092-1101
Closed Access | Times Cited: 15
Transforming narratives of physician identity formation and healing: a longitudinal qualitative study of physicians’ stories about spirituality and medicine, from residency to practice
Gowri Anandarajah, Georgia Sleeth, Meera R. Mennillo, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
The Power of Belonging- ‘Arriving’ as a Core Member of a Clinician Educator Community of Practice’
Kevin C. McMains, Steven J. Durning, Eric S. Holmboe, et al.
MedEdPublish (2025) Vol. 15, pp. 6-6
Open Access
A rapid review of critical theory in health professions education
Kyle T. Fassett, Alicia Sellon, Elizabeth A. Gazza, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Aesthetic Labour in Health Professional Education: Dress, Discrimination and Resistance
Edward K. Waters
Teaching and Learning in Medicine (2025), pp. 1-8
Open Access
Combating Burnout Amongst Residents Through Fostering Resilience: A Systematic Review
Le Xuan Shannon Tan, Jiayan Ding, Timothy Xuxian Neo, et al.
American Journal of Hospice and Palliative Medicine® (2025)
Closed Access
Experiences of healthcare professionals providing palliative care in home settings - a scoping review
Luke Tan, Sonia Sheri, Yee Yen Goh, et al.
BMC Palliative Care (2025) Vol. 24, Iss. 1
Open Access
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 maintenance of classism in medical education: “time” as a form of social capital in first-generation and low-income medical students
Tasha R. Wyatt, Alejandra Casillas, Alexis Webber, et al.
Advances in Health Sciences Education (2023) Vol. 29, Iss. 2, pp. 551-566
Closed Access | Times Cited: 9
Upholding Our PROMISE: Underrepresented in Medicine Pediatric Residents' Perspectives on Interventions to Promote Belonging
Lahia Yemane, Oriaku Kas‐Osoka, Audrea M. Burns, et al.
Academic Medicine (2023) Vol. 98, Iss. 12, pp. 1434-1442
Open Access | Times Cited: 9
‘When I stood up for something it's because I felt a… moral violation’: Trainees' acts of resistance against social harm and injustice
Tasha R. Wyatt, Vinayak Jain, Ting‐Lan Ma
Medical Education (2023) Vol. 58, Iss. 4, pp. 457-463
Open Access | Times Cited: 9
‘I sound different, I look different, I am different’: Protecting and promoting the sense of authenticity of ethnically minoritised medical students
Zoe Moula, Albertine Zanting, Sonia Kumar
The Clinical Teacher (2024) Vol. 21, Iss. 4
Open Access | Times Cited: 3
Upholding our PROMISE: Increased representation is not enough to foster belonging in graduate medical education
Patricia Poitevien, Oriaku Kas‐Osoka, Audrea M. Burns, et al.
Medical Education (2024)
Closed Access | Times Cited: 3
A systematic scoping review on group non-written reflections in medical education
Neha Burla, Rui Song Ryan Ong, Ryan Choon Hoe Chee, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice
Erica Maduakolam, Barra Madden, Tatiana Kelley, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 5, pp. 459-465
Closed Access | Times Cited: 24
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