Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
Jennifer R. Kogan, Rose Hatala, Karen E. Hauer, et al.
Perspectives on Medical Education (2017) Vol. 6, Iss. 5, pp. 286-305
Open Access | Times Cited: 123

Showing 1-25 of 123 citing articles:

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
Guidelines: The dos, don’ts and don’t knows of remediation in medical education
Calvin L. Chou, Adina Kalet, Manuel João Costa, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 6, pp. 322-338
Open Access | Times Cited: 106
Entrustment Decision Making: Extending Miller’s Pyramid
Olle ten Cate, Carol Carraccio, Arvin Damodaran, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 199-204
Open Access | Times Cited: 104
Assessment in the context of problem-based learning
Cees van der Vleuten, Lambert Schuwirth
Advances in Health Sciences Education (2019) Vol. 24, Iss. 5, pp. 903-914
Open Access | Times Cited: 75
Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation
Denyse Richardson, Jeffrey M. Landreville, Jessica Trier, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 33-43
Open Access | Times Cited: 13
Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System
Larry D. Gruppen, Olle ten Cate, Lorelei Lingard, et al.
Academic Medicine (2018) Vol. 93, Iss. 3S, pp. S17-S21
Open Access | Times Cited: 73
Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings
Shiphra Ginsburg, Christopher Watling, Daniel J. Schumacher, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S81-S86
Open Access | Times Cited: 40
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154
Adrian Marty, Machelle Linsenmeyer, Brian C. George, et al.
Medical Teacher (2023) Vol. 45, Iss. 11, pp. 1203-1213
Open Access | Times Cited: 16
Local clinical practice patterns in urolithiasis guidelines: a critical evaluation from Turkey
Kemal Sarıca, Rasim Güzel, Zeki Bayraktar, et al.
World Journal of Urology (2025) Vol. 43, Iss. 1
Open Access
Assessment of communication skills
Cees van der Vleuten, Valerie van den Eertwegh, Esther Giroldi
Patient Education and Counseling (2019) Vol. 102, Iss. 11, pp. 2110-2113
Open Access | Times Cited: 46
Workplace‐based assessments in postgraduate medical education: A hermeneutic review
Shaun Prentice, Jill Benson, Emily Kirkpatrick, et al.
Medical Education (2020) Vol. 54, Iss. 11, pp. 981-992
Closed Access | Times Cited: 44
Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement
Mary Ellen J. Goldhamer, Maria Martinez‐Lage, W. Stephen Black‐Schaffer, et al.
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2280-2290
Open Access | Times Cited: 23
Pilot Study of a Modified DOPS Scale for Insulin Pump and CGM Installation Training in Chinese Medical Students During Endocrinology Rotations
Yue Yuan, Congcong Wang, Song Wen, et al.
Diabetes Metabolic Syndrome and Obesity (2025) Vol. Volume 18, pp. 37-50
Open Access
Feedback and formative assessment—looking backwards to move forward
Nora McCarthy, Karen Neville, Andrew Pope
Discover Education (2025) Vol. 4, Iss. 1
Open Access
Barriers and Enablers to Direct Observation of Trainees’ Clinical Performance: A Qualitative Study Using the Theoretical Domains Framework
Warren J. Cheung, Andrea M. Patey, Jason R. Frank, et al.
Academic Medicine (2018) Vol. 94, Iss. 1, pp. 101-114
Open Access | Times Cited: 45
Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees’ learning: A grounded theory study
Andrea Carolin Lörwald, Felicitas-Maria Lahner, Bettina Mooser, et al.
Medical Teacher (2018) Vol. 41, Iss. 4, pp. 448-456
Closed Access | Times Cited: 43
A mobile app to capture EPA assessment data: Utilizing the consolidated framework for implementation research to identify enablers and barriers to engagement
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Perspectives on Medical Education (2020) Vol. 9, Iss. 4, pp. 210-219
Open Access | Times Cited: 34
Patterns of direct observation and their impact during residency: general practice supervisors’ views
Chris Rietmeijer, Daniëlle Huisman, Annette H. Blankenstein, et al.
Medical Education (2018) Vol. 52, Iss. 9, pp. 981-991
Open Access | Times Cited: 37
Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56
Miriam Lacasse, Marie‐Claude Audétat, Élisabeth Boileau, et al.
Medical Teacher (2019) Vol. 41, Iss. 9, pp. 981-1001
Open Access | Times Cited: 33
“It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program
Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, et al.
Teaching and Learning in Medicine (2022) Vol. 35, Iss. 5, pp. 550-564
Closed Access | Times Cited: 17
How argumentation theory can inform assessment validity: A critical review
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen, et al.
Medical Education (2022) Vol. 56, Iss. 11, pp. 1064-1075
Open Access | Times Cited: 16
“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written
Andrea Gingerich, Lorelei Lingard, Stefanie S. Sebok‐Syer, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1240-1246
Open Access | Times Cited: 3
Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Paul L.P. Brand, Debbie Jaarsma, Cees van der Vleuten
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 50-56
Open Access | Times Cited: 26
Examining the educational impact of the mini-CEX: a randomised controlled study
Susanne Skjervold Smeby Martinsen, Torvald Espeland, Erik Andreas Rye Berg, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 20
Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial
Jennifer R. Kogan, C. Jessica Dine, Lisa N. Conforti, et al.
Academic Medicine (2022) Vol. 98, Iss. 2, pp. 237-247
Open Access | Times Cited: 14
Page 1 - Next Page

Scroll to top