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:
Responsible Milestone-Based Educational Handover With Individualized Learning Plan From Undergraduate to Graduate Pediatric Medical Education
Jocelyn Schiller, Heather L. Burrows, Amy E. Fleming, et al.
Academic Pediatrics (2017) Vol. 18, Iss. 2, pp. 231-233
Closed Access | Times Cited: 26
Jocelyn Schiller, Heather L. Burrows, Amy E. Fleming, et al.
Academic Pediatrics (2017) Vol. 18, Iss. 2, pp. 231-233
Closed Access | Times Cited: 26
Showing 1-25 of 26 citing articles:
A Responsible Educational Handover: Improving Communication to Improve Learning
Helen Morgan, George C. Mejicano, Susan E. Skochelak, et al.
Academic Medicine (2019) Vol. 95, Iss. 2, pp. 194-199
Open Access | Times Cited: 52
Helen Morgan, George C. Mejicano, Susan E. Skochelak, et al.
Academic Medicine (2019) Vol. 95, Iss. 2, pp. 194-199
Open Access | Times Cited: 52
The Transition From Medical Student to Resident: A Qualitative Study of New Residents’ Perspectives
L. Chang, Kinga L. Eliasz, Danielle T. Cacciatore, et al.
Academic Medicine (2020) Vol. 95, Iss. 9, pp. 1421-1427
Open Access | Times Cited: 46
L. Chang, Kinga L. Eliasz, Danielle T. Cacciatore, et al.
Academic Medicine (2020) Vol. 95, Iss. 9, pp. 1421-1427
Open Access | Times Cited: 46
The Next Era of Assessment: Building a Trustworthy Assessment System
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Initial Analysis of Internal Medicine Intern UME to GME Individualized Learning Plan Content
Eli Falk, Ashish Gandhi, John H. Choe, et al.
Journal of General Internal Medicine (2025)
Closed Access
Eli Falk, Ashish Gandhi, John H. Choe, et al.
Journal of General Internal Medicine (2025)
Closed Access
Novice Experts: Exploring Fellows’ Perspectives on the Transition from Residency to Fellowship
Laura Chiel, Michael D. Fishman, Erik W. Driessen, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
Laura Chiel, Michael D. Fishman, Erik W. Driessen, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, et al.
Medical Teacher (2021) Vol. 43, Iss. sup2, pp. S7-S16
Open Access | Times Cited: 23
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, et al.
Medical Teacher (2021) Vol. 43, Iss. sup2, pp. S7-S16
Open Access | Times Cited: 23
Accelerating medical education with ChatGPT: an implementation guide
Justin G. Peacock, Andrea Austin, Marina Shapiro, et al.
MedEdPublish (2023) Vol. 13, pp. 64-64
Open Access | Times Cited: 7
Justin G. Peacock, Andrea Austin, Marina Shapiro, et al.
MedEdPublish (2023) Vol. 13, pp. 64-64
Open Access | Times Cited: 7
Program Directors’ Perceptions of a Post-Match Competency Handover Between Medical School and Residency
Helen Morgan, Jocelyn Schiller, Sally A. Santen, et al.
Medical Science Educator (2018) Vol. 28, Iss. 2, pp. 375-380
Closed Access | Times Cited: 12
Helen Morgan, Jocelyn Schiller, Sally A. Santen, et al.
Medical Science Educator (2018) Vol. 28, Iss. 2, pp. 375-380
Closed Access | Times Cited: 12
Redefining the Acting Internship in the Era of Entrustment: One Institution’s Approach to Reforming the Acting Internship
Adam Garber, Michael S. Ryan, Sally A. Santen, et al.
Medical Science Educator (2019) Vol. 29, Iss. 2, pp. 583-591
Open Access | Times Cited: 11
Adam Garber, Michael S. Ryan, Sally A. Santen, et al.
Medical Science Educator (2019) Vol. 29, Iss. 2, pp. 583-591
Open Access | Times Cited: 11
Content of an Educational Handover Letter From Medical Schools to Surgery Residencies: A Mixed Method Analysis
Jeremy M. Lipman, Yoon Soo Park, Klara K. Papp, et al.
Academic Medicine (2021) Vol. 96, Iss. 11S, pp. S136-S143
Open Access | Times Cited: 8
Jeremy M. Lipman, Yoon Soo Park, Klara K. Papp, et al.
Academic Medicine (2021) Vol. 96, Iss. 11S, pp. S136-S143
Open Access | Times Cited: 8
Completion of an Individualized Learning Plan for Otology-Related Milestone Subcompetencies Leads to Improved Otology Section Otolaryngology Training Exam Scores
Michael Pennock, Maja Svrakic, John P. Bent
Otology & Neurotology (2019) Vol. 40, Iss. 10, pp. 1392-1398
Closed Access | Times Cited: 7
Michael Pennock, Maja Svrakic, John P. Bent
Otology & Neurotology (2019) Vol. 40, Iss. 10, pp. 1392-1398
Closed Access | Times Cited: 7
Facilitating Learner-Centered Transition to Residency: A Scoping Review of Programs Aimed at Intrinsic Competencies
Aliya Kassam, Leslie Nickell, Helen Pethrick, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 1, pp. 10-20
Closed Access | Times Cited: 7
Aliya Kassam, Leslie Nickell, Helen Pethrick, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 1, pp. 10-20
Closed Access | Times Cited: 7
Embracing our responsibility to ensure trainee competency
Sally A. Santen, Robin R. Hemphill
AEM Education and Training (2023) Vol. 7, Iss. 2
Open Access | Times Cited: 2
Sally A. Santen, Robin R. Hemphill
AEM Education and Training (2023) Vol. 7, Iss. 2
Open Access | Times Cited: 2
Accelerating medical education with ChatGPT: an implementation guide
Justin G. Peacock, Andrea Austin, Marina Shapiro, et al.
MedEdPublish (2023) Vol. 13, pp. 64-64
Open Access | Times Cited: 2
Justin G. Peacock, Andrea Austin, Marina Shapiro, et al.
MedEdPublish (2023) Vol. 13, pp. 64-64
Open Access | Times Cited: 2
Evaluation of an Individualized Learning Plan Template for the Transition to Residency
Amber T. Pincavage, Ashish Gandhi, Eli Falk, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 5, pp. 597-601
Open Access | Times Cited: 2
Amber T. Pincavage, Ashish Gandhi, Eli Falk, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 5, pp. 597-601
Open Access | Times Cited: 2
Pediatric Program Director Minimum Milestone Expectations Before Allowing Supervision of Others and Unsupervised Practice
Su‐Ting T. Li, Daniel J. Tancredi, Alan Schwartz, et al.
Academic Pediatrics (2018) Vol. 18, Iss. 7, pp. 828-836
Closed Access | Times Cited: 4
Su‐Ting T. Li, Daniel J. Tancredi, Alan Schwartz, et al.
Academic Pediatrics (2018) Vol. 18, Iss. 7, pp. 828-836
Closed Access | Times Cited: 4
Transition to Residency Courses: Recommendations for Creation and Implementation
Lauren A. Heidemann, Matthew Rustici, Lynn Buckvar-Keltz, et al.
Journal of Medical Education and Curricular Development (2024) Vol. 11
Open Access
Lauren A. Heidemann, Matthew Rustici, Lynn Buckvar-Keltz, et al.
Journal of Medical Education and Curricular Development (2024) Vol. 11
Open Access
Learning Plan Use in Undergraduate Medical Education: A Scoping Review
Anna Romanova, Claire Touchie, Sydney Ruller, et al.
Academic Medicine (2024) Vol. 99, Iss. 9, pp. 1038-1045
Open Access
Anna Romanova, Claire Touchie, Sydney Ruller, et al.
Academic Medicine (2024) Vol. 99, Iss. 9, pp. 1038-1045
Open Access
Student Perceptions of educational handovers
Lauren A. Heidemann, Jocelyn Schiller, Brittany L. Allen-Petersen, et al.
The Clinical Teacher (2021) Vol. 18, Iss. 3, pp. 280-284
Open Access | Times Cited: 4
Lauren A. Heidemann, Jocelyn Schiller, Brittany L. Allen-Petersen, et al.
The Clinical Teacher (2021) Vol. 18, Iss. 3, pp. 280-284
Open Access | Times Cited: 4
Clerkship Grading and the U.S. Economy: What Medical Education Can Learn From America’s Economic History
Michael S. Ryan, E. Marshall Brooks, Komal Safdar, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 186-192
Open Access | Times Cited: 3
Michael S. Ryan, E. Marshall Brooks, Komal Safdar, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 186-192
Open Access | Times Cited: 3
Clinical feedback and coaching – BE ‐SMART
Amanda L. Roze des Ordons, Jonathan Gaudet, Vincent Grant, et al.
The Clinical Teacher (2019) Vol. 17, Iss. 3, pp. 255-260
Closed Access | Times Cited: 1
Amanda L. Roze des Ordons, Jonathan Gaudet, Vincent Grant, et al.
The Clinical Teacher (2019) Vol. 17, Iss. 3, pp. 255-260
Closed Access | Times Cited: 1
Pediatric Program Director Minimum Milestone Expectations Before Allowing Supervision of Others and Unsupervised Practice
Su‐Ting T. Li, Alan Schwartz, Ann E. Burke, et al.
Academic Pediatrics (2020) Vol. 20, Iss. 8, pp. 1063-1065
Closed Access | Times Cited: 1
Su‐Ting T. Li, Alan Schwartz, Ann E. Burke, et al.
Academic Pediatrics (2020) Vol. 20, Iss. 8, pp. 1063-1065
Closed Access | Times Cited: 1
The Importance of Adding Discernment to the Acting Internship – A Necessary Shift in Culture Toward Competency-Based Metrics
Adam Garber, Allison Ferris, T. Robert Vu
The American Journal of Medicine (2022) Vol. 135, Iss. 9, pp. 1137-1141
Closed Access | Times Cited: 1
Adam Garber, Allison Ferris, T. Robert Vu
The American Journal of Medicine (2022) Vol. 135, Iss. 9, pp. 1137-1141
Closed Access | Times Cited: 1
Effects of informal learner handover in clinical dental education
Mehvish Shahid, Rehan Ahmed Khan, Mahwish Arooj
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access
Mehvish Shahid, Rehan Ahmed Khan, Mahwish Arooj
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access
Effects of Informal Learner Handover in Clinical Dental Education
Mehvish Shahid, Rehan Ahmed Khan, Mahwish Arooj
Research Square (Research Square) (2022)
Open Access
Mehvish Shahid, Rehan Ahmed Khan, Mahwish Arooj
Research Square (Research Square) (2022)
Open Access
