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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:

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

Showing 1-25 of 52 citing articles:

Precision Medical Education
Marc M. Triola, Jesse Burk‐Rafel
Academic Medicine (2023) Vol. 98, Iss. 7, pp. 775-781
Open Access | Times Cited: 42
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
Evolving the Systems-Based Practice Competency in Graduate Medical Education to Meet Patient Needs in the 21st-Century Health Care System
Jed D. Gonzalo, Daniel R. Wolpaw, Robert Cooney, et al.
Academic Medicine (2022) Vol. 97, Iss. 5, pp. 655-661
Open Access | Times Cited: 26
Novice Experts: Exploring Fellows’ Perspectives on the Transition from Residency to Fellowship
Laura Chiel, Michael D. Fishman, Erik W. Driessen, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
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
Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation.
Sigrid Harendza, Julia Gärtner, Elena Zelesniack, et al.
PubMed (2020) Vol. 37, Iss. 7, pp. Doc94-Doc94
Closed Access | Times Cited: 33
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, et al.
Medical Teacher (2021) Vol. 43, Iss. sup2, pp. S7-S16
Open Access | Times Cited: 23
Minding the gap: towards a shared clinical reasoning lexicon across the pre-clerkship/clerkship transition
Robin K. Ovitsh, Shanu Gupta, Anita V Kusnoor, et al.
Medical Education Online (2024) Vol. 29, Iss. 1
Open Access | Times Cited: 3
The Best Laid Plans? A Qualitative Investigation of How Resident Physicians Plan Their Learning
Jeremy Branzetti, Carolyn Commissaris, Charlotte Croteau, et al.
Academic Medicine (2022) Vol. 97, Iss. 11, pp. 1691-1698
Open Access | Times Cited: 14
Competency-Based Frameworks in Medical School Education Programs: A Thematic Analysis of the Academic Medicine Snapshots, 2020
Michael S. Ryan, Angela D. Blood, Yoon Soo Park, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S63-S70
Open Access | Times Cited: 14
Blue Skies With Clouds: Envisioning the Future Ideal State and Identifying Ongoing Tensions in the UME–GME Transition
Karen E. Hauer, P. Michele Williams, Julie S. Byerley, et al.
Academic Medicine (2022) Vol. 98, Iss. 2, pp. 162-170
Open Access | Times Cited: 14
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
Achieving ‘something that everybody has invested in’: perspectives of diverse stakeholders during co-creation of a transition to residency curriculum
Shireen Suliman, Maggie Allen, Ayad Al-Moslih, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 2
Facilitated transitions: coaching to improve the medical school to residency continuum
Margaret Wolff, Paula T. Ross, Jasmyne Jackson, et al.
Medical Education Online (2020) Vol. 26, Iss. 1
Open Access | Times Cited: 18
Easing the Transition From Undergraduate to Graduate Medical Education
Laura Weiss Roberts
Academic Medicine (2023) Vol. 98, Iss. 2, pp. 153-154
Open Access | Times Cited: 6
“Dismantling Fixed Time, Variable Outcome Education: Abandoning ‘Ready or Not, Here they Come’ is Overdue”
Carol Carraccio, Alison Lentz, Daniel J. Schumacher
Perspectives on Medical Education (2023) Vol. 12, Iss. 1, pp. 68-75
Open Access | Times Cited: 6
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: 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
Sailing the boat together: Co-creation of a model for learning during transition
Shireen Suliman, Karen D. Könings, Maggie Allen, et al.
Medical Teacher (2022) Vol. 45, Iss. 2, pp. 193-202
Open Access | Times Cited: 8
Exploring Competency-Based Medical Education Through the Lens of the UME–GME Transition: A Qualitative Study
Marygrace Zetkulic, John P. Moriarty, Alpesh Amin, et al.
Academic Medicine (2023) Vol. 99, Iss. 1, pp. 83-90
Open Access | Times Cited: 4
The Resident Readiness Survey: A National Process for Program Directors to Provide Standardized Feedback to Medical Schools About Their Graduates
Lisa D. Howley, Douglas Grbic, Mark R. Speicher, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 5, pp. 572-581
Open Access | Times Cited: 4
Learner Levels of Supervision Across the Continuum of Pediatrics Training
Alan Schwartz, Emily Borman-Shoap, Carol Carraccio, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S42-S49
Open Access | Times Cited: 10
Facilitating an Optimal Transition to Residency in Obstetrics and Gynecology
Abigail Ford Winkel, K. E. George, Sarah Wagner, et al.
Obstetrics and Gynecology (2022)
Closed Access | Times Cited: 6
Master clinical teachers and personalised learning
Michael J. Fowler, Travis W. Crook, Regina G. Russell, et al.
The Clinical Teacher (2023) Vol. 20, Iss. 2
Closed Access | Times Cited: 3
Applicant Experience in Communication With Residency Programs After the Introduction of Program Signaling
Zachary Schoppen, Helen Morgan, Maya M. Hammoud, et al.
Journal of surgical education (2023) Vol. 80, Iss. 12, pp. 1762-1772
Closed Access | Times Cited: 3
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