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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:

Feedback in the OSCE: What Do Residents Remember?
Susan Humphrey‐Murto, Marika Mihok, Debra Pugh, et al.
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 1, pp. 52-60
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Feedback for Learners in Medical Education: What Is Known? A Scoping Review
Robert Bing‐You, Victoria Hayes, Kalli Varaklis, et al.
Academic Medicine (2017) Vol. 92, Iss. 9, pp. 1346-1354
Open Access | Times Cited: 203
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
Do OSCE progress test scores predict performance in a national high-stakes examination?
Debra Pugh, Farhan Bhanji, Gary Cole, et al.
Medical Education (2016) Vol. 50, Iss. 3, pp. 351-358
Closed Access | Times Cited: 49
Co-construction of a student-teacher tutoring program improves the performance of medical students in the first French national OSCE exam
L. E. Borg, K. Griffiths, Claire Duflos, et al.
Research Square (Research Square) (2025)
Closed Access
In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context
Jocelyn Lockyer, Heather Armson, Karen D. Könings, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 1, pp. 27-35
Open Access | Times Cited: 36
How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions
Debra Pugh, Isabelle Desjardins, Kevin W. Eva
Medical Teacher (2017) Vol. 40, Iss. 1, pp. 45-52
Open Access | Times Cited: 36
Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings
A Bernard, Gabbriel Ceccolini, Richard Feinn, et al.
Medical Education Online (2017) Vol. 22, Iss. 1, pp. 1324718-1324718
Open Access | Times Cited: 30
A novel Minute Feedback System for medical students
David T. Hughes, Lisa Leininger, Rishindra M. Reddy, et al.
The American Journal of Surgery (2016) Vol. 213, Iss. 2, pp. 330-335
Closed Access | Times Cited: 18
No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada
Lorenzo Madrazo, Claire B. Lee, Meghan McConnell, et al.
Journal of Educational Evaluation for Health Professions (2019) Vol. 16, pp. 14-14
Open Access | Times Cited: 15
Development of an Objective Structured Clinical Examination (OSCE) to evaluate the diagnosis announcement of chronic neurological disease by residents in neurology
Lou Grangeon, David Wallon, Bertrand Bourre, et al.
Revue Neurologique (2024) Vol. 180, Iss. 7, pp. 655-660
Closed Access | Times Cited: 1
Feedback in an Entrustment-Based Objective Structured Clinical Examination: Analysis of Content and Scoring Methods
Isabelle Nguyen-Tri, Dave Tremblay-Laroche, Félix Lavigne, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 3, pp. 286-295
Open Access | Times Cited: 1
Impact of tablet-scoring and immediate score sheet review on validity and educational impact in an internal medicine residency Objective Structured Clinical Exam (OSCE)
Vijay J. Daniels, Alicia C. Strand, Hollis Lai, et al.
Medical Teacher (2019) Vol. 41, Iss. 9, pp. 1039-1044
Closed Access | Times Cited: 12
Feedback after OSCE: A comparison of face to face versus an enhanced written feedback
Chin Fang Ngim, Paul Douglas Fullerton, Vanassa Ratnasingam, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 11
Implementation of written structured feedback into a surgical OSCE
Jasmina Sterz, Svea Linßen, Maria‐Christina Stefanescu, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 10
Paper versus Electronic Feedback in High Stakes Assessment
AJ Munro, Kaye Cumming, Jennifer Cleland, et al.
The Journal of the Royal College of Physicians of Edinburgh (2018) Vol. 48, Iss. 2, pp. 148-152
Open Access | Times Cited: 10
Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams
Alexandra Makrides, Peter Yeates
Medical Teacher (2022) Vol. 44, Iss. 6, pp. 664-671
Closed Access | Times Cited: 6
Evaluation of the Implementation of Objective Structural Clinical Examination (OSCE) in the Faculty of Medicine: a Literature Review
Ida Bagus Putra Manuaba, Made Violin Weda Yani
Bali Medical Journal (2023) Vol. 12, Iss. 1, pp. 1163-1166
Open Access | Times Cited: 3
A digital resource to assess clinical competency
Kwang Meng Cham, Anthea Cochrane
The Clinical Teacher (2019) Vol. 17, Iss. 2, pp. 153-158
Closed Access | Times Cited: 8
Digitizing Scoring Systems With Extended Online Feedback: A Novel Approach to Interactive Teaching and Learning in Formative OSCE
Chia-Chen Wang, Yu-Chin Lily Wang, Yu-Han Hsu, et al.
Frontiers in Medicine (2022) Vol. 8
Open Access | Times Cited: 4
Estratégia Adaptada de Feedback Voltado para Ambulatórios de Graduação
Israel Leitão Maia, Marcos Kubrusly, Mônica Cordeiro Ximenes de Oliveira, et al.
Revista Brasileira de Educação Médica (2018) Vol. 42, Iss. 4, pp. 29-36
Open Access | Times Cited: 5
Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics
Liesje Coertjens, Marije Lesterhuis, Benedicte Y. De Winter, et al.
Teaching and Learning in Medicine (2021) Vol. 33, Iss. 5, pp. 525-535
Open Access | Times Cited: 5
Capturing the Moments: An Autoethnographic Exploration of Self-Preservation in Clerkship
Andrew Perrella, Alon Coret, Glenn Regehr, et al.
Teaching and Learning in Medicine (2021) Vol. 33, Iss. 5, pp. 463-472
Closed Access | Times Cited: 5
Twelve tips to organise a mock OSCE
Syed Gilani, Kishan Pankhania, Maneesha Aruketty, et al.
Medical Teacher (2021) Vol. 44, Iss. 1, pp. 26-31
Closed Access | Times Cited: 5
Cost management analysis of Objective Structured Clinical Examination (OSCE): guide to the universities of medical sciences
Kheizaran Miri, Tahere Sarboozi-hoseinabadi, Ali Yaghoubi, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
Development and validation of the questionnaire of OSCE's educational effects
Masoumeh Rahimi, Ehsan Bastanhagh, Ali Azemati, et al.
Journal of Evaluation in Clinical Practice (2024)
Closed Access
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