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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:

The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance
Teresa M. Chan, Stefanie S. Sebok‐Syer, Christopher Sampson, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 3, pp. 319-329
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education
Maxwell Spadafore, Yusuf Yılmaz, Veronica Rally, et al.
Academic Medicine (2024) Vol. 99, Iss. 5, pp. 534-540
Closed Access | Times Cited: 6
Exploring the Quality of Feedback in Entrustable Professional Activity Narratives Across 24 Residency Training Programs
Elizabeth Clement, Anna Oswald, Soumyaditya Ghosh, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 1, pp. 23-29
Open Access | Times Cited: 6
From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education
Brent Thoma, Rachel Ellaway, Teresa M. Chan
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S89-S95
Open Access | Times Cited: 25
Use the right words: evaluating the effect of word choice and word count on quality of narrative feedback in ophthalmology competency-based medical education assessments
Rachel Curtis, Christine C. Moon, Tessa Hanmore, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 3
Developing a dashboard for faculty development in competency-based training programs: a design-based research project
Yusuf Yılmaz, Robert Carey, Teresa M. Chan, et al.
Canadian Medical Education Journal (2021)
Open Access | Times Cited: 19
Exploring how feedback reflects entrustment decisions using artificial intelligence
Brian C. Gin, Olle ten Cate, Patricia O’Sullivan, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 303-311
Closed Access | Times Cited: 19
Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool
Shelley Ross, Deena M. Hamza, Rosslynn Zulla, et al.
Journal of Graduate Medical Education (2022) Vol. 14, Iss. 1, pp. 71-79
Open Access | Times Cited: 13
Evaluating the Quality of Narrative Feedback for Entrustable Professional Activities in a Surgery Residency Program
Rosephine Del Fernandes, Ingrid de Vries, Laura April McEwen, et al.
Annals of Surgery (2024) Vol. 280, Iss. 6, pp. 916-924
Closed Access | Times Cited: 2
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees
Teresa M. Chan, Anna Oswald, Karen E. Hauer, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 765-773
Closed Access | Times Cited: 13
Exploring the Quality of Narrative Feedback Provided to Residents During Ambulatory Patient Care in Medicine and Surgery
Rebecca Leclair, Jessica S. S. Ho, Heather Braund, et al.
Journal of Medical Education and Curricular Development (2023) Vol. 10
Open Access | Times Cited: 5
The Quality of Assessment for Learning score for evaluating written feedback in anesthesiology postgraduate medical education: a generalizability and decision study
Eugene Choo, Robert A. Woods, Mary E. Walker, et al.
Canadian Medical Education Journal (2023)
Open Access | Times Cited: 4
“Doing well”: Intraoperative entrustable professional activity assessments provided limited technical feedback
Riley Brian, Natalie Rodriguez, Connie J. Zhou, et al.
Surgery Open Science (2024) Vol. 18, pp. 93-97
Open Access | Times Cited: 1
Making narrative feedback meaningful
Alan M. Hall, Adam Gray, John W. Ragsdale
The Clinical Teacher (2024) Vol. 21, Iss. 5
Closed Access | Times Cited: 1
Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education
Patricia Lanoie Blanchette, Marie-Ève Poitras, Audrey‐Ann Lefebvre, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Perceptions and experiences of trainers and trainees of UK workplace-based assessment for general practice licensing: a mixed methods survey
A Niroshan Siriwardena, Viet‐Hai Phung, Kim Emerson, et al.
Education for Primary Care (2024) Vol. 35, Iss. 5, pp. 147-159
Open Access | Times Cited: 1
The McMaster Narrative Comment Rating Tool: Development and Initial Validity Evidence
Andrew McGuire, Anita Acai, Ranil Sonnadara
Teaching and Learning in Medicine (2023), pp. 1-13
Closed Access | Times Cited: 4
Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature
Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, et al.
AEM Education and Training (2020) Vol. 5, Iss. 3
Open Access | Times Cited: 9
Does direct observation influence the quality of workplace‐based assessment documentation?
Jeffrey M. Landreville, Timothy J. Wood, Jason R. Frank, et al.
AEM Education and Training (2022) Vol. 6, Iss. 4
Open Access | Times Cited: 6
Validity evidence for the Quality of Assessment for Learning score: a quality metric for supervisor comments in Competency Based Medical Education
Robert A. Woods, Sim Singh, Brent Thoma, et al.
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 6
Evaluating the effect of assessment form design on the quality of feedback in one Canadian ophthalmology residency program as an early adopter of CBME
Rachel Curtis, Christine C. Moon, Tessa Hanmore, et al.
Canadian Journal of Ophthalmology (2023) Vol. 58, Iss. 4, pp. e149-e150
Open Access | Times Cited: 3
Is time really of the essence? Timeliness of narrative feedback in ophthalmology CBME assessments
Tessa Hanmore, Christine C. Moon, Rachel Curtis, et al.
Medical Teacher (2023) Vol. 46, Iss. 5, pp. 705-710
Closed Access | Times Cited: 3
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
A survey measuring purchase intention towards environmentally friendly products
Yuen Yee Yen, Tan Zi Ling
F1000Research (2024) Vol. 13, pp. 938-938
Open Access
Evaluating Feedback Comments in Entrustable Professional Activities: A Cross-Sectional Study
Vasiliki Andreou, Sanne Peters, Jan Eggermont, et al.
Journal of Medical Education and Curricular Development (2024) Vol. 11
Open Access
Challenging the validity and fairness of workplace-based assessments in general practice
Supianto Supianto
Education for Primary Care (2024), pp. 1-1
Closed Access
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