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:

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

Showing 1-25 of 43 citing articles:

Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, et al.
Medical Teacher (2020) Vol. 43, Iss. 1, pp. 58-67
Closed Access | Times Cited: 67
Postgraduate medical education in obstetrics and gynecology in Switzerland in comparison to Germany and Austria: the results of an international survey
Benedict Krischer, Ruth Brechbühl-Litzel, Georg-Daniel Breuer, et al.
Archives of Gynecology and Obstetrics (2025)
Closed Access
The need for longitudinal clinical reasoning teaching and assessment: Results of an international survey
Andrzej A. Kononowicz, Inga Hege, Samuel Edelbring, et al.
Medical Teacher (2020) Vol. 42, Iss. 4, pp. 457-462
Open Access | Times Cited: 42
Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents
Juan Zhang, Hong Chen, Xie Wang, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 4
Invoking culture in medical education research: A critical review and metaphor analysis
Margaret Bearman, Paige Mahoney, Joanna Tai, et al.
Medical Education (2021) Vol. 55, Iss. 8, pp. 903-911
Closed Access | Times Cited: 28
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
Relationships between objective structured clinical examination, computer-based testing, and clinical clerkship performance in Japanese medical students
Nobuyasu Komasawa, Fumio Terasaki, Takashi Nakano, et al.
PLoS ONE (2020) Vol. 15, Iss. 3, pp. e0230792-e0230792
Open Access | Times Cited: 23
Validating Assessment Tools in Simulation
Jesica Urbina, Stormy M. Monks
StatPearls (2020)
Closed Access | Times Cited: 22
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 5, pp. 541-551
Closed Access | Times Cited: 21
Improving assessment of procedural skills in health sciences education: a validation study of a rubrics system in neurophysiotherapy
Rafael García‐Ros, María-Arántzazu Ruescas-Nicolau, Natalia Cezón‐Serrano, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Interprofessional assessment of medical students’ competences with an instrument suitable for physicians and nurses
Sarah Prediger, Sophie Fürstenberg, Pascal O. Berberat, et al.
BMC Medical Education (2019) Vol. 19, Iss. 1
Open Access | Times Cited: 22
Development of a nursing-specific Mini-CEX and evaluation of the core competencies of new nurses in postgraduate year training programs in Taiwan
Yueh-Ping Liu, Dana A. Jensen, Cho‐Yu Chan, et al.
BMC Medical Education (2019) Vol. 19, Iss. 1
Open Access | Times Cited: 19
Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Academic Medicine (2020) Vol. 95, Iss. 12, pp. 1937-1944
Open Access | Times Cited: 17
Gender differences in repeat-year experience, clinical clerkship performance, and related examinations in Japanese medical students
Nobuyasu Komasawa, Fumio Terasaki, Ryo Kawata, et al.
Medicine (2022) Vol. 101, Iss. 33, pp. e30135-e30135
Open Access | Times Cited: 10
Correlation of student performance on clerkship with quality of medical chart documentation in a simulation setting
Nobuyasu Komasawa, Fumio Terasaki, Takashi Nakano, et al.
PLoS ONE (2021) Vol. 16, Iss. 3, pp. e0248569-e0248569
Open Access | Times Cited: 13
A novel strategy combining Mini-CEX and OSCE to assess standardized training of professional postgraduates in department of prosthodontics
Lin Niu, Yukun Mei, Xiaoqiao Xu, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 8
Workplace-based assessments: what, why, and how to implement?
HY So, YF Choi, PT Chan, et al.
Hong Kong Medical Journal (2024)
Open Access | Times Cited: 1
The WFME global standards for quality improvement of postgraduate medical education: Which standards are also applicable in Germany? Recommendations for physicians with a license for postgraduate training and training agents.
Simon Schwill, Martina Kadmon, Eckhart G. Hahn, et al.
DOAJ (DOAJ: Directory of Open Access Journals) (2022) Vol. 39, Iss. 4, pp. Doc42-Doc42
Closed Access | Times Cited: 7
New innovations and educational process in undergraduate neurology education in blended learning
Siyu Mu, Jingman Hu, Fangxi Liu, et al.
Postgraduate Medicine (2023) Vol. 135, Iss. 6, pp. 551-561
Closed Access | Times Cited: 4
Introduction of mini‐clinical evaluation exercise in teaching dental radiology—A pilot study
Anna Bock, Florian Peters, Dirk Elvers, et al.
European Journal Of Dental Education (2020) Vol. 24, Iss. 4, pp. 695-705
Open Access | Times Cited: 9
The Effect of Repeated Direct Observation of Procedural Skills (R-DOPS) Assessment Method on the Clinical Skills of Anesthesiology Residents
Shideh Dabir, Mohammad Hoseinzadeh, Faramarz Mosaffa, et al.
Anesthesiology and Pain Medicine (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 9
Comparison of Younger and Older medical student performance outcomes: A retrospective analysis in Japan
Nobuyasu Komasawa, Fumio Terasaki, Kimitaka Takitani, et al.
Medicine (2022) Vol. 101, Iss. 45, pp. e31392-e31392
Open Access | Times Cited: 6
Faculty Perceptions of Frame of Reference Training to Improve Workplace-Based Assessment
Jennifer R. Kogan, Lisa N. Conforti, Eric S. Holmboe
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 1, pp. 81-91
Open Access | Times Cited: 3
Análisis de la aceptación y validez de los métodos utilizados para la implementación de un programa de formación basado en competencias en un servicio de Medicina Intensiva de un hospital universitario de referencia
Álvaro Castellanos-Ortega, María Jesús Broch Porcar, Mariano Sánchez Barrios, et al.
Medicina Intensiva (2020) Vol. 45, Iss. 7, pp. 411-420
Closed Access | Times Cited: 8
If we could turn back time: Imagining time-variable, competency-based medical education in the context of COVID-19
Holly Caretta‐Weyer, Teresa M. Chan, Blair L. Bigham, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 774-779
Closed Access | Times Cited: 8
Page 1 - Next Page

Scroll to top