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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:

Assessment, feedback and the alchemy of learning
Christopher Watling, Shiphra Ginsburg
Medical Education (2018) Vol. 53, Iss. 1, pp. 76-85
Closed Access | Times Cited: 310

Showing 1-25 of 310 citing articles:

Growth mindset in competency-based medical education
Denyse Richardson, Benjamin Kinnear, Karen E. Hauer, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 751-757
Closed Access | Times Cited: 110
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study
Yongliang Wang, Ali Derakhshan, Ziwen Pan, et al.
Assessing Writing (2023) Vol. 56, pp. 100726-100726
Closed Access | Times Cited: 40
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
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
In Pursuit of Honors: A Multi-Institutional Study of Students’ Perceptions of Clerkship Evaluation and Grading
Justin L. Bullock, Cindy J. Lai, Tai M. Lockspeiser, et al.
Academic Medicine (2019) Vol. 94, Iss. 11S, pp. S48-S56
Open Access | Times Cited: 78
Assessment in the context of problem-based learning
Cees van der Vleuten, Lambert Schuwirth
Advances in Health Sciences Education (2019) Vol. 24, Iss. 5, pp. 903-914
Open Access | Times Cited: 75
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
Artificial intelligence education: An evidence-based medicine approach for consumers, translators, and developers
Faye Yu Ci Ng, Arun James Thirunavukarasu, Haoran Cheng, et al.
Cell Reports Medicine (2023) Vol. 4, Iss. 10, pp. 101230-101230
Open Access | Times Cited: 27
Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation
Denyse Richardson, Jeffrey M. Landreville, Jessica Trier, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 33-43
Open Access | Times Cited: 13
Implementing Competence Committees on a National Scale: Design and Lessons Learned
Anna Oswald, Daniel Dubois, Linda Snell, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 56-67
Open Access | Times Cited: 8
Where philosophy meets culture: exploring how coaches conceptualise their roles
Christopher Watling, Kori A. LaDonna
Medical Education (2019) Vol. 53, Iss. 5, pp. 467-476
Closed Access | Times Cited: 73
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, et al.
Medical Teacher (2020) Vol. 43, Iss. 1, pp. 58-67
Closed Access | Times Cited: 67
The impact of entrustment assessments on feedback and learning: Trainee perspectives
Leslie Martin, Matthew Sibbald, Daniel Brandt Vegas, et al.
Medical Education (2019) Vol. 54, Iss. 4, pp. 328-336
Closed Access | Times Cited: 66
Beyond ‘driving’: The relationship between assessment, performance and learning
Ian Scott
Medical Education (2019) Vol. 54, Iss. 1, pp. 54-59
Open Access | Times Cited: 61
The wolf you feed: Challenging intraprofessional workplace‐based education norms
Renée E. Stalmeijer, Lara Varpio
Medical Education (2021) Vol. 55, Iss. 8, pp. 894-902
Open Access | Times Cited: 53
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
On enhancing students’ cognitive abilities in online learning using brain activity and eye movements
Nuraini Jamil, Abdelkader Nasreddine Belkacem, Abderrahmane Lakas
Education and Information Technologies (2022) Vol. 28, Iss. 4, pp. 4363-4397
Open Access | Times Cited: 35
How to measure the impact of citizen science on environmental attitudes, behaviour and knowledge? A review of state-of-the-art approaches
Luke Somerwill, Uta Wehn
Environmental Sciences Europe (2022) Vol. 34, Iss. 1
Open Access | Times Cited: 34
Professional identity formation: linking meaning to well-being
Diana Toubassi, Carly Schenker, Michael Roberts, et al.
Advances in Health Sciences Education (2022) Vol. 28, Iss. 1, pp. 305-318
Open Access | Times Cited: 33
Twelve tips for the pre-brief to promote psychological safety in simulation-based education
Susan Somerville, Neil Malcolm Harrison, Steven Lewis
Medical Teacher (2023) Vol. 45, Iss. 12, pp. 1349-1356
Open Access | Times Cited: 20
Examining Teachers’ Perception on the Impact of Positive Feedback on School Students
Adina Oana Câmpean, Mușata Bocoș, Alina Felicia Roman, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 257-257
Open Access | Times Cited: 6
“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
Misbehavior or misalignment? Examining the drift towards bureaucratic box-ticking in Competency-Based Medical Education
Alicia C. Strand, Andrea Gingerich, Vijay J. Daniels
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0313021-e0313021
Open Access
Twelve tips to afford students agency in programmatic assessment
Janica Jamieson, Dario Torre
Medical Teacher (2025), pp. 1-9
Closed Access
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