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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:

Improving Learner Handovers in Medical Education
Eric J. Warm, Robert Englander, Anne G. Pereira, et al.
Academic Medicine (2016) Vol. 92, Iss. 7, pp. 927-931
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Guidelines: The dos, don’ts and don’t knows of remediation in medical education
Calvin L. Chou, Adina Kalet, Manuel João Costa, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 6, pp. 322-338
Open Access | Times Cited: 106
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 48
Assessing professional identity formation (PIF) amongst medical students in Oncology and Palliative Medicine postings: a SEBA guided scoping review
Kelly Jia Hui Teo, Mac Yu Kai Teo, Anushka Pisupati, et al.
BMC Palliative Care (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 32
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
Identifying emergency medicine program directors’ expectations of competence upon entry into residency: Bridging the distance from the Association of American Medical Colleges Core Entrustable Professional Activities
Holly Caretta‐Weyer, Yoon Soo Park, Ara Tekian, et al.
AEM Education and Training (2025) Vol. 9, Iss. 2
Closed Access
Critical Thoughts About the Core Entrustable Professional Activities in Undergraduate Medical Education
Edward Krupat
Academic Medicine (2017) Vol. 93, Iss. 3, pp. 371-376
Open Access | Times Cited: 42
Criterion-Based Assessment in a Norm-Based World: How Can We Move Past Grades?
Anne G. Pereira, Majka B. Woods, Andrew Olson, et al.
Academic Medicine (2017) Vol. 93, Iss. 4, pp. 560-564
Open Access | Times Cited: 39
A simulated “Night-onCall” to assess and address the readiness-for-internship of transitioning medical students
Adina Kalet, Sondra Zabar, Demian Szyld, et al.
Advances in Simulation (2017) Vol. 2, Iss. 1
Open Access | Times Cited: 38
The Influence of Prior Performance Information on Ratings of Current Performance and Implications for Learner Handover: A Scoping Review
Susan Humphrey‐Murto, Aaron R. H. LeBlanc, Claire Touchie, et al.
Academic Medicine (2019) Vol. 94, Iss. 7, pp. 1050-1057
Open Access | Times Cited: 26
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
Key stakeholder opinions for a national learner education handover
Aliya Kassam, Mariela Ruetalo, Maureen Topps, et al.
BMC Medical Education (2019) Vol. 19, Iss. 1
Open Access | Times Cited: 24
How biased are you? The effect of prior performance information on attending physician ratings and implications for learner handover
Tammy Shaw, Timothy J. Wood, Claire Touchie, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 1, pp. 199-214
Closed Access | Times Cited: 23
Teaming in Graduate Medical Education: Ward Rounds and Beyond
Neela Nataraj, June Tome, John T. Ratelle
Journal of Medical Education and Curricular Development (2024) Vol. 11
Open Access | Times Cited: 2
Protocol for a scoping review study on learning plan use in undergraduate medical education
Anna Romanova, Claire Touchie, Sydney Ruller, et al.
Systematic Reviews (2024) Vol. 13, Iss. 1
Open Access | Times Cited: 2
Does Educational Handover Influence Subsequent Assessment?
Valérie Dory, Deborah Danoff, Laurie H. Plotnick, et al.
Academic Medicine (2020) Vol. 96, Iss. 1, pp. 118-125
Open Access | Times Cited: 17
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Eric J. Warm, Benjamin Kinnear, Samuel Lance, et al.
Academic Medicine (2021) Vol. 97, Iss. 2, pp. 193-199
Open Access | Times Cited: 14
Learner handover: Perspectives and recommendations from the front-line
Stephanie T. Gumuchian, Nicole E. Pal, Meredith Young, et al.
Perspectives on Medical Education (2020) Vol. 9, Iss. 5, pp. 294-301
Open Access | Times Cited: 15
Learner Handover: Who Is It Really For?
Susan Humphrey‐Murto, Lorelei Lingard, Lara Varpio, et al.
Academic Medicine (2020) Vol. 96, Iss. 4, pp. 592-598
Open Access | Times Cited: 15
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
Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?
Michael S. Ryan, William Iobst, Eric S. Holmboe, et al.
Medical Teacher (2021) Vol. 44, Iss. 5, pp. 510-518
Closed Access | Times Cited: 10
The education passport: connecting programmatic assessment across learning and practice
Eric J. Warm, Carol Carraccio, Matthew Kelleher, et al.
Canadian Medical Education Journal (2022) Vol. 13, Iss. 4, pp. 82-91
Open Access | Times Cited: 6
The Power of One Word to Paint a Halo or a Horn: Demonstrating the Halo Effect in Learner Handover and Subsequent Evaluation
Dean A. Seehusen, A.J. Kleinheksel, Hannah Huang, et al.
Academic Medicine (2023) Vol. 98, Iss. 8, pp. 929-933
Open Access | Times Cited: 3
AAIM Recommendations to Improve Learner Transitions
Kristen Lewis, O Valerie, Adam Garber, et al.
The American Journal of Medicine (2022) Vol. 135, Iss. 4, pp. 536-542
Open Access | Times Cited: 5
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
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
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