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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:

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review
Stella Ng, Elizabeth Anne Kinsella, Farah Friesen, et al.
Medical Education (2015) Vol. 49, Iss. 5, pp. 461-475
Closed Access | Times Cited: 189

Showing 1-25 of 189 citing articles:

Decolonizing Global Health Education: Rethinking Institutional Partnerships and Approaches
Quentin Eichbaum, Lisa V. Adams, Jessica Evert, et al.
Academic Medicine (2020) Vol. 96, Iss. 3, pp. 329-335
Open Access | Times Cited: 221
The reflective zombie: Problematizing the conceptual framework of reflection in medical education
Anne de la Croix, Mario Veen
Perspectives on Medical Education (2018) Vol. 7, Iss. 6, pp. 394-400
Open Access | Times Cited: 151
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
Preparation for future learning: a missing competency in health professions education?
Maria Mylopoulos, Ryan Brydges, Nicole N. Woods, et al.
Medical Education (2015) Vol. 50, Iss. 1, pp. 115-123
Closed Access | Times Cited: 125
Promoting Learning and Patient Care Through Shared Reflection
Jan B. Schmutz, Walter Eppich
Academic Medicine (2017) Vol. 92, Iss. 11, pp. 1555-1563
Open Access | Times Cited: 119
Learning and teaching approaches promoting resilience in student nurses: An integrated review of the literature
Pauline Walsh, Patricia Owen, Nageen Mustafa, et al.
Nurse Education in Practice (2020) Vol. 45, pp. 102748-102748
Open Access | Times Cited: 112
Reflective Practice in Healthcare Education: An Umbrella Review
Konstantinos C. Fragkos
Education Sciences (2016) Vol. 6, Iss. 3, pp. 27-27
Open Access | Times Cited: 89
The Divergence and Convergence of Critical Reflection and Critical Reflexivity: Implications for Health Professions Education
Stella Ng, Sarah Wright, Ayelet Kuper
Academic Medicine (2019) Vol. 94, Iss. 8, pp. 1122-1128
Open Access | Times Cited: 84
Do portfolios have a future?
Erik W. Driessen
Advances in Health Sciences Education (2016) Vol. 22, Iss. 1, pp. 221-228
Open Access | Times Cited: 74
Engagement: what is it good for? The role of learner engagement in healthcare simulation contexts
Jessica K. Padgett, Sayra Cristancho, Lorelei Lingard, et al.
Advances in Health Sciences Education (2018) Vol. 24, Iss. 4, pp. 811-825
Closed Access | Times Cited: 74
Understanding Professional Identity Formation in Early Clerkship: A Novel Framework
Sandra Jarvis-Selinger, Kimberley MacNeil, Gregory R.L. Costello, et al.
Academic Medicine (2019) Vol. 94, Iss. 10, pp. 1574-1580
Open Access | Times Cited: 73
Using reflection to influence practice: student perceptions of daily reflection in clinical education
Douglas P. Larsen, Daniel A. London, Amanda R. Emke
Perspectives on Medical Education (2016) Vol. 5, Iss. 5, pp. 285-291
Open Access | Times Cited: 66
Reflection in medical education: intellectual humility, discovery, and know-how
Edvin Schei, Abraham Fuks, J. Donald Boudreau
Medicine Health Care and Philosophy (2018) Vol. 22, Iss. 2, pp. 167-178
Closed Access | Times Cited: 62
Implementation and effectiveness of a video‐based debriefing programme for neonatal resuscitation
Christiane Skåre, Tor Einar Calisch, E. Sæter, et al.
Acta Anaesthesiologica Scandinavica (2018) Vol. 62, Iss. 3, pp. 394-403
Open Access | Times Cited: 59
Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis
Giovanna Artioli, Laura Deiana, Francesco De Vincenzo, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 47
The Basic Science of Patient–Physician Communication: A Critical Scoping Review
Jacquelin Forsey, Stella Ng, Paula Rowland, et al.
Academic Medicine (2021) Vol. 96, Iss. 11S, pp. S109-S118
Open Access | Times Cited: 41
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings
Sílvia Mamede, Henk G. Schmidt
Medical Education (2022) Vol. 57, Iss. 1, pp. 76-85
Open Access | Times Cited: 30
Understandings and practices: Towards socially responsive curricula for the health professions
Anthea Hansen, Penelope Engel‐Hills, Cecilia Jacobs, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 4, pp. 1131-1149
Open Access | Times Cited: 16
Reflexivity in nursing qualitative research: A problem of epistemic fluency
Shira Birnbaum
Journal of Professional Nursing (2025)
Open Access
Problems of problem-based learning: Towards transformative critical pedagogy in medical education
Alice Cavanagh, Meredith Vanstone, Stacey A. Ritz
Perspectives on Medical Education (2019) Vol. 8, Iss. 1, pp. 38-42
Open Access | Times Cited: 53
Honoring Medicine’s Social Contract: A Scoping Review of Critical Consciousness in Medical Education
Annalisa Manca, Gerard Gormley, Jennifer L. Johnston, et al.
Academic Medicine (2019) Vol. 95, Iss. 6, pp. 958-967
Open Access | Times Cited: 48
Is postgraduate leadership education a match for the wicked problems of health systems leadership? A critical systematic review
Betty Onyura, Sara Crann, David Tannenbaum, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 3, pp. 133-142
Open Access | Times Cited: 44
Re-envisioning paradigms of education: towards awareness, alignment, and pluralism
Lindsay Baker, Shanon Phelan, Nicole N. Woods, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 3, pp. 1045-1058
Open Access | Times Cited: 36
Power to the people? A co-produced critical review of service user involvement in mental health professions education
Csilla Kalocsai, Sacha Agrawal, Lee de Bie, et al.
Advances in Health Sciences Education (2023) Vol. 29, Iss. 1, pp. 273-300
Closed Access | Times Cited: 13
‘Patient’ or ‘professional’? Negotiating accommodations and identity in fieldwork education
Tracey Edelist, Shahbano Zaman, Erika Katzman, et al.
Medical Education (2024) Vol. 58, Iss. 9, pp. 1107-1116
Open Access | Times Cited: 5
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