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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:

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

Showing 1-25 of 38 citing articles:

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
Comunicar malas noticias en cuidados intensivos: Algoritmo CRISIS 123
Liliana Correa, John Camilo García Uribe
Acta Colombiana de Cuidado Intensivo (2025)
Closed Access
Seeing but not believing: Insights into the intractability of failure to fail
Andrea Gingerich, Stefanie S. Sebok‐Syer, Roseann Larstone, et al.
Medical Education (2020) Vol. 54, Iss. 12, pp. 1148-1158
Closed Access | Times Cited: 33
The validity of the selection methods for recruitment to UK core psychiatry training: cohort study
Paul A. Tiffin, Emma Morley, Lewis W. Paton, et al.
BJPsych Bulletin (2024), pp. 1-10
Open Access | Times Cited: 3
“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written
Andrea Gingerich, Lorelei Lingard, Stefanie S. Sebok‐Syer, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1240-1246
Open Access | Times Cited: 3
Understanding the Link Between Burnout and Sub-Optimal Care: Why Should Healthcare Education Be Interested in Employee Silence?
Anthony Montgomery, Olga Lainidi
Frontiers in Psychiatry (2022) Vol. 13
Open Access | Times Cited: 13
Necessary but Insufficient and Possibly Counterproductive: The Complex Problem of Teaching Evaluations
Shiphra Ginsburg, Lynfa Stroud
Academic Medicine (2022) Vol. 98, Iss. 3, pp. 300-303
Open Access | Times Cited: 13
‘Failure to fail’: the teacher's dilemma revisited
Marianne Mak–van der Vossen
Medical Education (2018) Vol. 53, Iss. 2, pp. 108-110
Open Access | Times Cited: 20
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 8
Desire paths for workplace assessment in postgraduate anaesthesia training: analysing informal processes to inform assessment redesign
Jennifer Weller, Ties Coomber, Yan Chen, et al.
British Journal of Anaesthesia (2022) Vol. 128, Iss. 6, pp. 997-1005
Open Access | Times Cited: 6
Validity evidence for the Quality of Assessment for Learning score: a quality metric for supervisor comments in Competency Based Medical Education
Robert A. Woods, Sim Singh, Brent Thoma, et al.
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 6
The shift from disbelieving underperformance to recognising failure: A tipping point model
Andrea Gingerich, Stefanie S. Sebok‐Syer, Lorelei Lingard, et al.
Medical Education (2021) Vol. 56, Iss. 4, pp. 395-406
Closed Access | Times Cited: 7
The Senior Medical Resident’s New Role in Assessment in Internal Medicine
James Rassos, Shiphra Ginsburg, Renée E. Stalmeijer, et al.
Academic Medicine (2021) Vol. 97, Iss. 5, pp. 711-717
Open Access | Times Cited: 6
“A whole other competence story”: exploring faculty perspectives on the process of workplace-based assessment of entrustable professional activities
Melissa Chin, Rachael Pack, Sayra Cristancho
Advances in Health Sciences Education (2022) Vol. 28, Iss. 2, pp. 369-385
Closed Access | Times Cited: 4
Assessor discomfort and failure to fail in clinical performance assessments
Catherine E Scarff, Margaret Bearman, Neville Chiavaroli, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 2
The Impact of Converting From an ‘Educator-Driven’ to a ‘Learner-Initiated’ Feedback Model
Britany L. Raymond, Leslie C. Fowler, Amy Robertson
Journal of Education in Perioperative Medicine (2019) Vol. 21, Iss. 3
Open Access | Times Cited: 5
Failure to fail – Factors affecting faculty decisions to pass underperforming nursing students in the clinical setting: A quantitative study
D.A. Adkins, Julia Aucoin
Nurse Education in Practice (2021) Vol. 58, pp. 103259-103259
Closed Access | Times Cited: 5
MUM effect in medical education: taking into account the recipient and training setting
Wendy E de Leng, Karen M. Stegers‐Jager, Marise Ph. Born, et al.
Medical Education (2018) Vol. 53, Iss. 2, pp. 106-108
Open Access | Times Cited: 4
Using Trainee Failures to Enhance Learning: A Qualitative Study of Pediatric Hospitalists on Allowing Failure
Jennifer M. Klasen, Jimmy Beck, Cameron L. Randall, et al.
Academic Pediatrics (2022) Vol. 23, Iss. 2, pp. 489-496
Closed Access | Times Cited: 3
“They were very very nice but just not very good”: The interplay between resident–supervisor relationships and assessment in the emergency setting
Suzanne Laurin, Véronique Castonguay, Valérie Dory, et al.
AEM Education and Training (2024) Vol. 8, Iss. 2
Open Access
Why do instructors pass underperforming students? A Q-methodology study
Chunlin Liu, Jananey Rajagopalan, Bruce Wainman, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
Balancing Honest Assessment and Compassion for Learners Experiencing Burnout: A Workshop and Feedback Tool for Clinical Teachers
Gal Barak, Dana Foradori, H. Barrett Fromme, et al.
MedEdPORTAL (2024)
Closed Access
The influence of clinical coaching teams on quality of entrustable professional activity assessments
Sim Singh, Warren J. Cheung, Sebastian Dewhirst, et al.
AEM Education and Training (2023) Vol. 7, Iss. 3
Open Access | Times Cited: 1
Working with underperformance in surgical training: Educational strategies for supervisors
Margaret Bearman
Seminars in Pediatric Surgery (2020) Vol. 29, Iss. 2, pp. 150908-150908
Closed Access | Times Cited: 3
Failing to fail: MUM effect and its implications in education
Purvi Bhagat, Amrit Virk, Shaista Saiyad, et al.
(2021) Vol. 3, pp. 59-63
Open Access | Times Cited: 3
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