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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:

Is it me or is it them? Factors that influence the passing of underperforming students
Jennifer Cleland, Lynn Knight, Charlotte E. Rees, et al.
Medical Education (2008) Vol. 42, Iss. 8, pp. 800-809
Closed Access | Times Cited: 152

Showing 1-25 of 152 citing articles:

Understanding trust as an essential element of trainee supervision and learning in the workplace
Karen E. Hauer, Olle ten Cate, Christy Boscardin, et al.
Advances in Health Sciences Education (2013)
Closed Access | Times Cited: 254
Seeing the ‘black box’ differently: assessor cognition from three research perspectives
Andrea Gingerich, Jennifer R. Kogan, Peter Yeates, et al.
Medical Education (2014) Vol. 48, Iss. 11, pp. 1055-1068
Closed Access | Times Cited: 214
The recommended description of an entrustable professional activity: AMEE Guide No. 140
Olle ten Cate, David Taylor
Medical Teacher (2020) Vol. 43, Iss. 10, pp. 1106-1114
Open Access | Times Cited: 199
The qualitative orientation in medical education research
Jennifer Cleland
Korean journal of medical education (2017) Vol. 29, Iss. 2, pp. 61-71
Open Access | Times Cited: 188
Toward Authentic Clinical Evaluation: Pitfalls in the Pursuit of Competency
Shiphra Ginsburg, Jodi Herold McIlroy, Olga Oulanova, et al.
Academic Medicine (2010) Vol. 85, Iss. 5, pp. 780-786
Open Access | Times Cited: 214
The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME Guide No. 42
Monica Yepes-Rios, Nancy Dudek, Rita Duboyce, et al.
Medical Teacher (2016) Vol. 38, Iss. 11, pp. 1092-1099
Closed Access | Times Cited: 161
The remediation challenge: theoretical and methodological insights from a systematic review
Jennifer Cleland, Heather Leggett, John Sandars, et al.
Medical Education (2013) Vol. 47, Iss. 3, pp. 242-251
Closed Access | Times Cited: 156
The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva
Academic Medicine (2017) Vol. 92, Iss. 11, pp. 1617-1621
Open Access | Times Cited: 109
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
Expertise in performance assessment: assessors’ perspectives
Christoph Berendonk, Renée E. Stalmeijer, Lambert Schuwirth
Advances in Health Sciences Education (2012) Vol. 18, Iss. 4, pp. 559-571
Open Access | Times Cited: 104
The “problem” learner: Whose problem is it? AMEE Guide No. 76
Yvonne Steinert
Medical Teacher (2013) Vol. 35, Iss. 4, pp. e1035-e1045
Closed Access | Times Cited: 90
Descriptors for unprofessional behaviours of medical students: a systematic review and categorisation
Marianne Mak–van der Vossen, Walther van Mook, Stéphanie van der Burgt, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 81
Do In-Training Evaluation Reports Deserve Their Bad Reputations? A Study of the Reliability and Predictive Ability of ITER Scores and Narrative Comments
Shiphra Ginsburg, Kevin W. Eva, Glenn Regehr
Academic Medicine (2013) Vol. 88, Iss. 10, pp. 1539-1544
Open Access | Times Cited: 74
"There is a chain of Chinese whispers ...": empirical data support the call to formally teach handover to prequalification doctors
Jennifer Cleland, Sarah Ross, Steve Miller, et al.
BMJ Quality & Safety (2009) Vol. 18, Iss. 4, pp. 267-271
Closed Access | Times Cited: 86
Investigation of trainee and specialist reactions to the mini-Clinical Evaluation Exercise in anaesthesia: implications for implementation
Jennifer Weller, Alison Jones, Alan Merry, et al.
British Journal of Anaesthesia (2009) Vol. 103, Iss. 4, pp. 524-530
Open Access | Times Cited: 76
Assessment of student nurses in practice: A comparison of theoretical and practical assessment results in England
Louise Hunt, Paula McGee, Robin Gutteridge, et al.
Nurse Education Today (2011) Vol. 32, Iss. 4, pp. 351-355
Closed Access | Times Cited: 69
Exploring the Issue of Failure to Fail in a Nursing Program
Sylvie Larocque, Florence Luhanga
International Journal of Nursing Education Scholarship (2013) Vol. 10, Iss. 1, pp. 115-122
Closed Access | Times Cited: 61
A BEME systematic review of UK undergraduate medical education in the general practice setting: BEME Guide No. 32
Sophie Park, Nada Khan, Mandy Hampshire, et al.
Medical Teacher (2015) Vol. 37, Iss. 7, pp. 611-630
Open Access | Times Cited: 55
Redefining scholarship for health professions education: AMEE Guide No. 142
Jennifer Cleland, Susan Jamieson, Rashmi A. Kusurkar, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 824-838
Closed Access | Times Cited: 36
Experiences of the multiple mini-interview: a qualitative analysis
Koshila Kumar, Chris Roberts, Imogene Rothnie, et al.
Medical Education (2009) Vol. 43, Iss. 4, pp. 360-367
Closed Access | Times Cited: 65
What is so difficult about managing clinical reasoning difficulties?
Marie‐Claude Audétat, Valérie Dory, Mathieu Nendaz, et al.
Medical Education (2012) Vol. 46, Iss. 2, pp. 216-227
Closed Access | Times Cited: 55
‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings
Margaret Bearman, Elizabeth Molloy, Rola Ajjawi, et al.
Teaching in Higher Education (2012) Vol. 18, Iss. 5, pp. 531-544
Closed Access | Times Cited: 47
Medical students’ perceptions of the factors influencing their academic performance: An exploratory interview study with high-achieving and re-sitting medical students
Mathew Todres, Zoi Tsimtsiou, Kalwant Sidhu, et al.
Medical Teacher (2012) Vol. 34, Iss. 5, pp. e325-e331
Closed Access | Times Cited: 47
Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School
S. Beth Bierer, Elaine F. Dannefer, John E. Tetzlaff
Journal of General Internal Medicine (2015) Vol. 30, Iss. 9, pp. 1339-1343
Open Access | Times Cited: 42
Keeping mum in clinical supervision: private thoughts and public judgements
Catherine E Scarff, Margaret Bearman, Neville Chiavaroli, et al.
Medical Education (2018) Vol. 53, Iss. 2, pp. 133-142
Open Access | Times Cited: 38
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