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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:

Competency Is Not Enough
Sandra Jarvis-Selinger, Daniel D. Pratt, Glenn Regehr
Academic Medicine (2012) Vol. 87, Iss. 9, pp. 1185-1190
Open Access | Times Cited: 514

Showing 1-25 of 514 citing articles:

Reframing Medical Education to Support Professional Identity Formation
Richard L. Cruess, Sylvia R. Cruess, J. Donald Boudreau, et al.
Academic Medicine (2014) Vol. 89, Iss. 11, pp. 1446-1451
Open Access | Times Cited: 794
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
Richard L. Cruess, Sylvia R. Cruess, J. Donald Boudreau, et al.
Academic Medicine (2015) Vol. 90, Iss. 6, pp. 718-725
Open Access | Times Cited: 722
Amending Miller’s Pyramid to Include Professional Identity Formation
Richard L. Cruess, Sylvia R. Cruess, Yvonne Steinert
Academic Medicine (2015) Vol. 91, Iss. 2, pp. 180-185
Open Access | Times Cited: 414
Professional Identity (Trans)Formation in Medical Education
Hedy S. Wald
Academic Medicine (2015) Vol. 90, Iss. 6, pp. 701-706
Open Access | Times Cited: 326
Medicine as a Community of Practice: Implications for Medical Education
Richard L. Cruess, Sylvia R. Cruess, Yvonne Steinert
Academic Medicine (2017) Vol. 93, Iss. 2, pp. 185-191
Open Access | Times Cited: 324
Supporting the development of a professional identity: General principles
Sylvia R. Cruess, Richard L. Cruess, Yvonne Steinert
Medical Teacher (2019) Vol. 41, Iss. 6, pp. 641-649
Closed Access | Times Cited: 298
Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians
Hedy S. Wald, David Anthony, Tom A. Hutchinson, et al.
Academic Medicine (2015) Vol. 90, Iss. 6, pp. 753-760
Open Access | Times Cited: 268
Parting the Clouds: Three Professionalism Frameworks in Medical Education
David M. Irby, Stanley J. Hamstra
Academic Medicine (2016) Vol. 91, Iss. 12, pp. 1606-1611
Open Access | Times Cited: 220
What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities
Holly M. Hutchins, Hilary Rainbolt
Human Resource Development International (2016) Vol. 20, Iss. 3, pp. 194-214
Closed Access | Times Cited: 190
Towards a program of assessment for health professionals: from training into practice
Kevin W. Eva, Georges Bordage, Craig Campbell, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 4, pp. 897-913
Closed Access | Times Cited: 149
Professional Identity Formation
Mark D. Holden, Era Buck, John Luk, et al.
Academic Medicine (2015) Vol. 90, Iss. 6, pp. 761-767
Open Access | Times Cited: 145
Strengthening Teachers’ Professional Identities Through Faculty Development
Yvonne Steinert, Patricia O’Sullivan, David M. Irby
Academic Medicine (2019) Vol. 94, Iss. 7, pp. 963-968
Open Access | Times Cited: 142
Using critical consciousness to inform health professions education: A literature review
Mark Halman, Lindsay Baker, Stella Ng
Perspectives on Medical Education (2017) Vol. 6, Iss. 1, pp. 12-20
Open Access | Times Cited: 128
Reflections on Competency-Based Education and Training for Surgical Residents
Ranil Sonnadara, Carween Mui, Sydney McQueen, et al.
Journal of surgical education (2013) Vol. 71, Iss. 1, pp. 151-158
Closed Access | Times Cited: 126
Staging a performance: learners’ perceptions about direct observation during residency
Kori A. LaDonna, Rose Hatala, Lorelei Lingard, et al.
Medical Education (2017) Vol. 51, Iss. 5, pp. 498-510
Open Access | Times Cited: 122
Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices
Sanjib Kumar Ghosh, Ashutosh Kumar
Anatomical Sciences Education (2018) Vol. 12, Iss. 2, pp. 210-221
Closed Access | Times Cited: 121
Situated learning theory in health professions education research: a scoping review
Bridget C. O’Brien, Alexis Battista
Advances in Health Sciences Education (2019) Vol. 25, Iss. 2, pp. 483-509
Closed Access | Times Cited: 116
The historical social positioning of nursing and medicine: implications for career choice, early socialization and interprofessional collaboration
Sheri Price, Shelley Doucet, Linda M. Hall
Journal of Interprofessional Care (2014) Vol. 28, Iss. 2, pp. 103-109
Closed Access | Times Cited: 111
Social Media and Physicians’ Online Identity Crisis
Matthew DeCamp, Thomas Koenig, Margaret S. Chisolm
JAMA (2013) Vol. 310, Iss. 6, pp. 581-581
Open Access | Times Cited: 107
Becoming a Clinical Teacher: Identity Formation in Context
Peter Cantillon, Tim Dornan, Willem de Grave
Academic Medicine (2018) Vol. 94, Iss. 10, pp. 1610-1618
Open Access | Times Cited: 106
What imposters risk at work: Exploring imposter phenomenon, stress coping, and job outcomes
Holly M. Hutchins, Lisa M. Penney, Lisa W. Sublett
Human Resource Development Quarterly (2017) Vol. 29, Iss. 1, pp. 31-48
Closed Access | Times Cited: 103
The Road to Rural Primary Care: A Narrative Review of Factors That Help Develop, Recruit, and Retain Rural Primary Care Physicians
Anna Beth Parlier, Shelley L. Galvin, S Thach, et al.
Academic Medicine (2017) Vol. 93, Iss. 1, pp. 130-140
Open Access | Times Cited: 95
‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians
Tasha R. Wyatt, Dorene F. Balmer, Nicole Rockich‐Winston, et al.
Medical Education (2020) Vol. 55, Iss. 2, pp. 148-158
Closed Access | Times Cited: 94
Grappling with complexity: Medical students’ reflective writings about challenging patient encounters as a window into professional identity formation
Hedy S. Wald, Jordan White, Shmuel Reis, et al.
Medical Teacher (2018) Vol. 41, Iss. 2, pp. 152-160
Closed Access | Times Cited: 83
“Changing the narrative”: a study on professional identity formation among Black/African American physicians in the U.S.
Tasha R. Wyatt, Nicole Rockich‐Winston, DeJuan White, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 1, pp. 183-198
Closed Access | Times Cited: 80
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