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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:

‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?
Anne Gaunt, Abhilasha Patel, Victoria Rusius, et al.
Medical Education (2017) Vol. 51, Iss. 9, pp. 953-962
Closed Access | Times Cited: 66

Showing 1-25 of 66 citing articles:

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2018) Vol. 41, Iss. 6, pp. 625-631
Open Access | Times Cited: 154
About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices
Subha Ramani, Karen D. Könings, Karen Mann, et al.
Academic Medicine (2018) Vol. 93, Iss. 9, pp. 1348-1358
Open Access | Times Cited: 104
Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program
Leora Branfield Day, Amy Miles, Shiphra Ginsburg, et al.
Academic Medicine (2020) Vol. 95, Iss. 11, pp. 1712-1717
Open Access | Times Cited: 82
Feedback Redefined: Principles and Practice
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Journal of General Internal Medicine (2019) Vol. 34, Iss. 5, pp. 744-749
Open Access | Times Cited: 78
Feedback and coaching
Adelle Atkinson, Christopher Watling, Paul L.P. Brand
European Journal of Pediatrics (2021) Vol. 181, Iss. 2, pp. 441-446
Open Access | Times Cited: 64
The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting
Adam Szulewski, Heather Braund, Damon J. Dagnone, et al.
Academic Medicine (2023) Vol. 98, Iss. 11, pp. 1261-1267
Open Access | Times Cited: 27
Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings
Shiphra Ginsburg, Christopher Watling, Daniel J. Schumacher, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S81-S86
Open Access | Times Cited: 40
“I Think Many of Them Want to Appear to Have a Growth Mindset”: Exploring Supervisors’ Perceptions of Feedback-Seeking Behavior
Shiphra Ginsburg, Lorelei Lingard, Vijithan Sugumar, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1247-1253
Open Access | Times Cited: 6
Resident impression management within feedback conversations: A qualitative study
Brandon M. Huffman, Frederic W. Hafferty, Anjali Bhagra, et al.
Medical Education (2020) Vol. 55, Iss. 2, pp. 266-274
Closed Access | Times Cited: 46
Evaluation of a National Competency-Based Assessment System in Emergency Medicine: A CanDREAM Study
Brent Thoma, Andrew K. Hall, Kevin Clark, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 4, pp. 425-434
Open Access | Times Cited: 43
Assessment in Undergraduate Competency-Based Medical Education: A Systematic Review
Sandeep Gupta, Tripti Srivastava
Cureus (2024)
Open Access | Times Cited: 4
Video‐Based Guided Simulation without Peer or Expert Feedback is Not Enough: A Randomized Controlled Trial of Simulation‐Based Training for Medical Students
Rodrigo Tejos, Fernando Crovari, Pablo Achurra, et al.
World Journal of Surgery (2020) Vol. 45, Iss. 1, pp. 57-65
Closed Access | Times Cited: 36
Trust, power and learning in workplace‐based assessment: The trainee perspective
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 280-291
Open Access | Times Cited: 30
Shadow systems in assessment: how supervisors make progress decisions in practice
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 1, pp. 131-147
Closed Access | Times Cited: 32
Barriers and facilitators to deliberate practice using take-home laparoscopic simulators
Vivienne Blackhall, Jennifer Cleland, Philip Wilson, et al.
Surgical Endoscopy (2018) Vol. 33, Iss. 9, pp. 2951-2959
Open Access | Times Cited: 31
Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Paul L.P. Brand, Debbie Jaarsma, Cees van der Vleuten
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 50-56
Open Access | Times Cited: 26
How Trainees Come to Trust Supervisors in Workplace-Based Assessment: A Grounded Theory Study
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Academic Medicine (2021) Vol. 97, Iss. 5, pp. 704-710
Open Access | Times Cited: 22
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66
Muirne Spooner, Catherine Duane, Jane Uygur, et al.
Medical Teacher (2021) Vol. 44, Iss. 1, pp. 3-18
Closed Access | Times Cited: 20
Harnessing Natural Language Processing to Support Decisions Around Workplace-Based Assessment: Machine Learning Study of Competency-Based Medical Education
Yusuf Yılmaz, Alma Jurado Nunez, Ali Ariaeinejad, et al.
JMIR Medical Education (2022) Vol. 8, Iss. 2, pp. e30537-e30537
Open Access | Times Cited: 15
How workplace‐based assessments guide learning in postgraduate education: A scoping review
Leslie Martin, Sarah Blissett, Bronte K. Johnston, et al.
Medical Education (2022) Vol. 57, Iss. 5, pp. 394-405
Closed Access | Times Cited: 14
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective
Min Lee, Der-Thanq Chen, Roy Jun Yi Tan, et al.
Assessment & Evaluation in Higher Education (2024) Vol. 49, Iss. 5, pp. 680-692
Closed Access | Times Cited: 2
Exploring the Role of Self-Motives in Postgraduate Trainees’ Feedback-Seeking Behavior in the Clinical Workplace: A Multicenter Study of Workplace-Based Assessments From the United Kingdom
Anne Gaunt, Deborah Markham, Teresa Pawlikowska
Academic Medicine (2018) Vol. 93, Iss. 10, pp. 1576-1583
Open Access | Times Cited: 21
The usefulness of work-based assessments in higher surgical training: A systematic review
Kamal Aryal, Mazin Hamed, Chelise Currow
International Journal of Surgery (2021) Vol. 94, pp. 106127-106127
Open Access | Times Cited: 17
Striving to thrive or striving to survive: Professional identity constructions of medical trainees in clinical assessment activities
Kuo‐Chen Liao, Rola Ajjawi, Chang‐Hsuan Peng, et al.
Medical Education (2023) Vol. 57, Iss. 11, pp. 1102-1116
Open Access | Times Cited: 6
A qualitative study of Canadian resident experiences with Competency-Based Medical Education
Leora Branfield Day, Terry Colbourne, Alex Ng, et al.
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 9
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