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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:

‘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

Showing 20 citing articles:

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
An exploratory university-based cross-sectional study of the prevalence and reporting of mistreatment and student-related factors among Thai medical students
Waravudh Naothavorn, Pongtong Puranitee, Winitra Kaewpila, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 8
University Students’ Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning
Andrew J. Martin
Australian Journal of Education (2023) Vol. 67, Iss. 2, pp. 163-180
Open Access | Times Cited: 4
The Residency Match: Escaping the Prisoner's Dilemma
Eric J. Warm, Benjamin Kinnear, Anne G. Pereira, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 5, pp. 616-625
Open Access | Times Cited: 11
Evolution or revolution to programmatic assessment: Considering unintended consequences of assessment change
Anna Ryan, Deborah O’Mara, Mike Tweed
Focus on Health Professional Education A Multi-Professional Journal (2023), pp. 185-195
Open Access | Times Cited: 4
An overview of and approach to selecting appropriate patient representations in teaching and summative assessment in medical education
Daniel Bauer, Felicitas-Maria Lahner, Sören Huwendiek, et al.
Schweizerische medizinische Wochenschrift (2020) Vol. 150, Iss. 4950, pp. w20382-w20382
Open Access | Times Cited: 9
“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
Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study
Janeane Dart, Charlotte E. Rees, Susan Ash, et al.
Nutrition & Dietetics (2023) Vol. 80, Iss. 3, pp. 240-252
Open Access | Times Cited: 2
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
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
Learning, judgement and workforce tensions impact failure to fail in a medical postgraduate setting: A supervisor perspective
Michele Daly, Gillian Lucas, Tim Wilkinson
Medical Teacher (2022) Vol. 44, Iss. 10, pp. 1092-1099
Closed Access | Times Cited: 2
How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study
Marnix P. D. Westein, Andries S. Koster, Hester E. M. Daelmans, et al.
Advances in Health Sciences Education (2022) Vol. 28, Iss. 1, pp. 205-222
Open Access | Times Cited: 2
Do We Know Who the Person With the Borderline Score is, in Standard-Setting and Decision-Making
Stuart Lane, Chris Roberts, Priya Khanna
Health Professions Education (2020) Vol. 6, Iss. 4, pp. 617-625
Open Access | Times Cited: 2
‘This trainee makes me feel angry’: It's time to validate the reality and role of trainer emotions
Riikka Hofmann, Richard Darnton
Medical Education (2022) Vol. 56, Iss. 4, pp. 359-361
Open Access | Times Cited: 1
Cancel culture: exploring the unintended consequences of cancelling the Canadian national licensing clinical examination
Claire Touchie, Debra Pugh
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 1
Developing an Instrument to Evaluate Undergraduate Healthcare Students’ Professionalism
Sissel Guttormsen, Artemisa Gogollari, Uyen Huynh‐Do, et al.
Praxis (2022) Vol. 111, Iss. 15, pp. 863-870
Open Access | Times Cited: 1
Nationwide introduction of a new competency framework for undergraduate medical curricula: a collaborative approach
Marc Sohrmann, Christoph Berendonk, Mathieu Nendaz, et al.
Schweizerische medizinische Wochenschrift (2020) Vol. 150, Iss. 1516, pp. w20201-w20201
Open Access | Times Cited: 1
The digital systemic anticancer therapy competency passport: a guide to completion, marking and assessment
H Churchill, Catherine Oakley, Jonathan D. Knight
Cancer Nursing Practice (2023) Vol. 23, Iss. 2, pp. 34-42
Closed Access
The implications for medical students of the ‘MUM effect’
Lydia Shackshaft
Medical Education (2019) Vol. 53, Iss. 5, pp. 529-529
Closed Access
Peer overmarking and insufficient diagnosticity: the impact of the rating method for peer assessment
Florence Van Meenen, Liesje Coertjens, Marie‐Claire Van Nes, et al.
Advances in Health Sciences Education (2022) Vol. 27, Iss. 4, pp. 1049-1066
Closed Access
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