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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:

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

Showing 1-25 of 106 citing articles:

Growth mindset in competency-based medical education
Denyse Richardson, Benjamin Kinnear, Karen E. Hauer, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 751-757
Closed Access | Times Cited: 110
Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
Iván Sisa, María Sol Garcés, Cristina Crespo‐Andrade, et al.
Healthcare (2023) Vol. 11, Iss. 3, pp. 375-375
Open Access | Times Cited: 23
Bridging the Gap: Implementing an Adjunct Faculty as a Remediation Specialist in a Physician Assistant/Associate Program
E. Chalmers, Daniel R. Malcom
The Journal of Physician Assistant Education (2025)
Closed Access
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
Gaslighting the Racially and Ethnically Minoritized Medical Student: How US Medical School Assessment Practices Perpetuate Systemic Inequities
Michael S. Ryan, Jennifer Randall
Teaching and Learning in Medicine (2025), pp. 1-16
Closed Access
Redefining scholarship for health professions education: AMEE Guide No. 142
Jennifer Cleland, Susan Jamieson, Rashmi A. Kusurkar, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 824-838
Closed Access | Times Cited: 36
Competency-Based Medical Education in a Norm-Referenced World: A Root Cause Analysis of Challenges to the Competency-Based Paradigm in Medical School
Michael S. Ryan, Kimberly D. Lomis, Nicole M. Deiorio, et al.
Academic Medicine (2023) Vol. 98, Iss. 11, pp. 1251-1260
Closed Access | Times Cited: 13
Remediation in Pediatric Residency Training: A National Survey of Pediatric Program Directors
Elizabeth K. Nelsen, David Mills, Nicola Orlov, et al.
Academic Pediatrics (2025), pp. 102776-102776
Closed Access
The Foundational Principles of Surgical Education in the United States
Timilehin Ogunjana, Duretti T. Fufa
Hand Clinics (2025)
Closed Access
A qualitative study on self-regulated learning among high performing medical students
Chan Choong Foong, Nur Liyana Bashir Ghouse, An Jie Lye, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 31
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
Emotion in remediation: A scoping review of the medical education literature
Lynnea M. Mills, Christy Boscardin, Elizabeth Joyce, et al.
Medical Education (2021) Vol. 55, Iss. 12, pp. 1350-1362
Closed Access | Times Cited: 24
Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, et al.
Journal of Educational Evaluation for Health Professions (2021) Vol. 18, pp. 24-24
Open Access | Times Cited: 24
Guidelines: The Do’s, Don’ts and Don’t Knows of Creating Open Educational Resources
Faran Khalid, Michael Wu, Daniel K. Ting, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 9
“I'm on an island”: A qualitative study of underperforming surgical trainee perspectives on remediation
K McLeod, Robyn Woodward‐Kron, Prem Rashid, et al.
The American Journal of Surgery (2024) Vol. 234, pp. 11-16
Open Access | Times Cited: 3
Social connections and social identity as a basis for learning and support: Experiences of medical students with minoritised and non‐minoritised ethnic identities
Stephanie Bull, Rohini Terry, Neil Rice, et al.
Medical Education (2024) Vol. 58, Iss. 9, pp. 1126-1135
Open Access | Times Cited: 3
Curricular changes in times of crisis: Lessons learned
Stacy Miller, Erin St. Onge, Shauna M. Buring, et al.
Currents in Pharmacy Teaching and Learning (2023) Vol. 15, Iss. 1, pp. 101-109
Open Access | Times Cited: 8
Post graduate remediation programs in medicine: a scoping review
Clarissa Wei Shuen Cheong, Elaine Li Ying Quah, Keith Zi Yuan Chua, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 12
Changes in motivation and its relationship with academic performance among first-year chemical engineering students
Chan Choong Foong, Peng Yen Liew, An Jie Lye
Education for Chemical Engineers (2021) Vol. 38, pp. 70-77
Closed Access | Times Cited: 16
Assessing Student Learning
Kimberly S. Cook, Katherine Fogelberg, Patricia Butterbrodt, et al.
(2023), pp. 287-312
Closed Access | Times Cited: 6
Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective
Chan Choong Foong, Nur Liyana Bashir Ghouse, An Jie Lye, et al.
Annals of Medicine (2022) Vol. 54, Iss. 1, pp. 195-210
Open Access | Times Cited: 10
Predicting failure before it happens: A 5-year, 1042 participant prospective study
Avril Dewar, David Hope, Alan Jaap, et al.
Medical Teacher (2021) Vol. 43, Iss. 9, pp. 1039-1043
Open Access | Times Cited: 13
Unheard Voices: A Qualitative Study of Resident Perspectives on Remediation
Sara Krzyzaniak, Bonnie Kaplan, Daniella Lucas, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 4, pp. 507-514
Open Access | Times Cited: 12
The Problematic Persistence of Tiered Grading in Medical School
James F. Smith, Nicole M. Piemonte
Teaching and Learning in Medicine (2022) Vol. 35, Iss. 4, pp. 467-476
Closed Access | Times Cited: 8
Envisioning the Future of Student Success: Report of the 2022–2023 AACP Student Affairs Standing Committee
Evan T. Robinson, Zara Risoldi Cochrane, Oluwaranti Akiyode, et al.
American Journal of Pharmaceutical Education (2023) Vol. 87, Iss. 8, pp. 100559-100559
Open Access | Times Cited: 4
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