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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:

“What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents
Pieter Barnhoorn, Vera Nierkens, Mattijs E. Numans, et al.
Medical Teacher (2022) Vol. 45, Iss. 5, pp. 485-491
Open Access | Times Cited: 12

Showing 12 citing articles:

Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education
Robert Sternszus, Natasha Slattery, Richard L. Cruess, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1, pp. 507-516
Open Access | Times Cited: 10
Health promotion roles shaped by professional identity: an ethnographic study in the Netherlands
Fia van Heteren, Nadine Raaphorst, Jet Bussemaker
Health Promotion International (2024) Vol. 39, Iss. 1
Open Access | Times Cited: 2
Which ‘end’ do you have in mind? Clinical supervisors’ perceptions of Professional Identity Formation outcomes in GP residency
Miami Al-Sabiry, Pieter Barnhoorn, Irene A. Slootweg, et al.
Medical Teacher (2024) Vol. 46, Iss. 9, pp. 1236-1242
Open Access | Times Cited: 2
The multifaceted roles of GP trainers in guiding trainee transition to portfolio general practice
Waseem Jerjes
Education for Primary Care (2024) Vol. 35, Iss. 1-2, pp. 7-12
Closed Access | Times Cited: 2
Exploring residents’ perspectives on their professional identity in general practice residency in the Netherlands: a qualitative study
Miami Al-Sabiry, Irene A. Slootweg, Mattijs E. Numans, et al.
BMJ Open (2024) Vol. 14, Iss. 12, pp. e088097-e088097
Open Access | Times Cited: 2
Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees
Johannes B. J. Scholte, Johannes Christoph Strehler, Tatjana Dill, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
How Preceptors Support Pharmacy Learner Professional Identity Formation
Natalie Kennie, Janet Cooley, Charlene R. Williams, et al.
American Journal of Pharmaceutical Education (2024) Vol. 88, Iss. 9, pp. 100740-100740
Open Access | Times Cited: 1
Fostering the clinician as teacher: A realist review
H. J. Brouwer, Margot Barry, Manon Kluijtmans, et al.
Medical Education (2024)
Open Access | Times Cited: 1
Team players and helpers – describing professional identity among finnish physicians in a cross-sectional study
Pyry Mattila, Harri Hyppölä, Teppo Heikkilä, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
The Primary Care Exception Rule in Internal Medicine Residency Clinic: Benefits, Disadvantages, Best Practices, and Recommendations for Reform
Benjamin D. Gallagher, Pamela Vohra-Khullar, Stephen Fuest, et al.
Journal of General Internal Medicine (2024)
Open Access
Trainees’-supervisor collaboration, progress-visualisation, and coaching: a survey regarding challenges in ICU-trainees’ assessment
Johannes B. J. Scholte, Johannes Christoph Strehler, Tatjana Dill, et al.
Research Square (Research Square) (2023)
Open Access
Pedagogic strategies of supervisors in healthcare placements
Lieke Ceelen, Anne Khaled, Loek Nieuwenhuis, et al.
Medical Teacher (2023) Vol. 46, Iss. 3, pp. 406-413
Open Access
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