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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:

Re-envisioning paradigms of education: towards awareness, alignment, and pluralism
Lindsay Baker, Shanon Phelan, Nicole N. Woods, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 3, pp. 1045-1058
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

An integrated paradigm shift to deal with ‘predatory publishing’
Jaime A. Teixeira da Silva, Mina Moradzadeh, Kwabena Osei Kuffour Adjei, et al.
The Journal of Academic Librarianship (2021) Vol. 48, Iss. 1, pp. 102481-102481
Closed Access | Times Cited: 36
Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study
Mari Kannan Maharajan, Subarna Sivapalan, Kingston Rajiah
Currents in Pharmacy Teaching and Learning (2025) Vol. 17, Iss. 4, pp. 102280-102280
Open Access
From hesitation to participation: a narrative review of facilitators and barriers for healthcare professionals’ engagement in medical education research
Y Chen, Kuo‐Chen Liao, Sze-Yuen Yau
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society
Stella Ng, Jacquelin Forsey, Victoria Boyd, et al.
Advances in Health Sciences Education (2022) Vol. 27, Iss. 5, pp. 1265-1281
Open Access | Times Cited: 17
Examining the Impact of Dialogic Learning on Critically Reflective Practice
Victoria Boyd, Nikki N. Woods, Arno K. Kumagai, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S71-S79
Open Access | Times Cited: 12
Curriculum renewal towards critically conscious graduates: Implications for faculty development
Susan van Schalkwyk, Julia Blitz
Medical Education (2023) Vol. 58, Iss. 3, pp. 299-307
Open Access | Times Cited: 7
Theory in quality improvement and patient safety education: A scoping review
Joanne Goldman, Andrea Smeraglio, Lisha Lo, et al.
Perspectives on Medical Education (2021) Vol. 10, Iss. 6, pp. 319-326
Open Access | Times Cited: 13
Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review
Rois Saifuddin Zuhri, İnsih Wilujeng, Haryanto Haryanto
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 3, pp. 51-73
Open Access | Times Cited: 4
The Global Climate and Environmental Protest: Student Environmental Activism a Transformative Defiance
Benjamin Damoah, Sagini Keengwe, Samuel Asiedu Owusu, et al.
International Journal of Environmental Sustainability and Social Science (2023) Vol. 4, Iss. 4, pp. 1180-1198
Open Access | Times Cited: 4
Forward Thinking and Adaptability to Sustain and Advance IPECP in Healthcare Transformation Following the COVID-19 Pandemic
Hossein Khalili, Jyotsna Pandey, Sylvia Langlois, et al.
Internet Journal of Allied Health Sciences and Practice (2023)
Open Access | Times Cited: 4
Reimagining Preparedness of Health Professional Graduates Through Stewardship
Sarah Barradell
Teaching and Learning in Medicine (2022) Vol. 35, Iss. 4, pp. 486-495
Closed Access | Times Cited: 6
Teaching critical reflection in health professions education with transformative-vygotskian praxis
Brett A. Diaz, Jacob Rieker, Stella Ng
Advances in Health Sciences Education (2023) Vol. 28, Iss. 4, pp. 1191-1204
Closed Access | Times Cited: 3
Learning experiences of adaptive experts: a reflexive thematic analysis
Joanne Kua, Winnie Teo, Wee Shiong Lim
Advances in Health Sciences Education (2022) Vol. 27, Iss. 5, pp. 1345-1359
Open Access | Times Cited: 4
Online Learning and Communities for the Visual and Performing Arts
Melissa Welz
Advances in multimedia and interactive technologies book series (2024), pp. 94-116
Closed Access
University job competences and their challenges in complex times
Magda Francisca Cejas Martínez, Edith Josefina Liccioni, Ivan Fabricio Benítez Obando, et al.
Journal of Infrastructure Policy and Development (2024) Vol. 8, Iss. 7, pp. 4676-4676
Open Access
From Lesson Plan to On-the-Spot Scaffolding
Masoumeh Sadat Abtahi, Mahdi Aghabagheri
Journal of Medical Education (2024) Vol. 23, Iss. 1
Open Access
Interactive math comics: An analysis of Indonesian and Spanish students’ responses
Nafida Hetty Marhaeni, Mónica Arnal-Palacián, Muhammad Irfan
Infinity Journal (2024) Vol. 14, Iss. 1, pp. 143-162
Open Access
Evidencias de validez de un instrumento para evaluar la competencia digital docente en educación médica
Alain Massieu Paulin, Frida Díaz Barriga Arceo, Melchor Sánchez Mendiola, et al.
Investigación en Educación Médica (2024) Vol. 13, Iss. 51, pp. 82-92
Open Access
“What got you here, won’t get you there”: Students as leaders of the change we need
Kathryn Parker, Amanda Binns, C. Dupre, et al.
Healthcare Management Forum (2024) Vol. 37, Iss. 1_suppl, pp. 38S-42S
Open Access
Eğitim Programı Teorisi: Ralph Winfred Tyler’ın Katkıları
Hateme Aysel Kuzu, Cahit Erdem
Bayburt Eğitim Fakültesi Dergisi (2024)
Open Access
Faculty Development: Preparing to Conduct Remediation
Adina Kalet, Sondra Zabar
Springer eBooks (2023), pp. 237-248
Closed Access | Times Cited: 1
From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program
Gurjot Gill, Stella Ng, Emilia Kangasjarvi, et al.
Canadian Medical Education Journal (2023)
Open Access | Times Cited: 1
CONCEPT AND CONTENT OF EDUCATIONAL PARADIGM
V. MOKLYAK, S. TARIELKO
Pedagogical Sciences (2023), Iss. 81, pp. 148-154
Open Access | Times Cited: 1
The Relationship Between School-Based Research and Preschool Teachers’ Teaching Ability: The Mediating Role of Constructivist Beliefs in Teaching
Zhonglian Yan, Shoumei Zhao
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 2
Existential-reflexive strategy of didactic communication: psychological explication
Petr V. Menshikov, М. R. Arpentieva
Professional education in the modern world (2022) Vol. 12, Iss. 1, pp. 143-151
Open Access | Times Cited: 2
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