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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:

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

Showing 1-25 of 73 citing articles:

Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic
Andrew K. Hall, Markku Nousiainen, Paolo Campisi, et al.
Medical Teacher (2020) Vol. 42, Iss. 7, pp. 756-761
Closed Access | Times Cited: 184
Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review
Michael Gottlieb, Teresa M. Chan, Fareen Zaver, et al.
Medical Education (2021) Vol. 56, Iss. 1, pp. 37-47
Closed Access | Times Cited: 82
Autonomy and professional identity formation in residency training: A qualitative study
Adam P. Sawatsky, Wil L. Santivasi, Hannah C. Nordhues, et al.
Medical Education (2020) Vol. 54, Iss. 7, pp. 616-627
Closed Access | Times Cited: 79
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
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
Coaching Versus Competency to Facilitate Professional Identity Formation
Adam P. Sawatsky, Brandon M. Huffman, Frederic W. Hafferty
Academic Medicine (2020) Vol. 95, Iss. 10, pp. 1511-1514
Open Access | Times Cited: 68
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
You can have both: Coaching to promote clinical competency and professional identity formation
Andrew S. Parsons, Rachel H. Kon, Margaret Plews-Ogan, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 57-63
Open Access | Times Cited: 46
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
Coaching in undergraduate medical education: a national survey
Margaret Wolff, Maya M. Hammoud, Sally A. Santen, et al.
Medical Education Online (2019) Vol. 25, Iss. 1
Open Access | Times Cited: 45
Contextual Competence: How residents develop competent performance in new settings
Pim W. Teunissen, Christopher Watling, Brett Schrewe, et al.
Medical Education (2021) Vol. 55, Iss. 9, pp. 1100-1109
Open Access | Times Cited: 36
Autonomy and developing physicians: Reimagining supervision using self‐determination theory
Adam P. Sawatsky, Bridget C. O’Brien, Frederic W. Hafferty
Medical Education (2021) Vol. 56, Iss. 1, pp. 56-63
Closed Access | Times Cited: 35
The social construction of teacher and learner identities in medicine and surgery
Peter Cantillon, Willem de Grave, Tim Dornan
Medical Education (2022) Vol. 56, Iss. 6, pp. 614-624
Open Access | Times Cited: 25
Coaching through liminal phases: A qualitative study of graduating medical students’ perceptions of the value of coaching experiences over the course of medical school
Sara W. Nelson, Niamh Stack, Lauren Boehm, et al.
Medical Teacher (2025), pp. 1-6
Closed Access
“The Environment Fostered True Growth”: Harnessing Coaching on an Innovative Medicine Sub-internship
Sydney Katz, Stephanie Tang, Vishnu Singh, et al.
Journal of General Internal Medicine (2025)
Closed Access
Review article: Coaching in emergency medicine: A systematic review and future research agenda
Andrew Rixon, Samuel Wilson, Lee Yung Wong, et al.
Emergency Medicine Australasia (2025) Vol. 37, Iss. 1
Open Access
Medical students’ unprofessional behavior and educators’ support
Ryoko Igarashi
Korean journal of medical education (2025) Vol. 37, Iss. 1, pp. 47-58
Open Access
Meaningful feedback through a sociocultural lens
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2019) Vol. 41, Iss. 12, pp. 1342-1352
Open Access | Times Cited: 41
In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context
Jocelyn Lockyer, Heather Armson, Karen D. Könings, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 1, pp. 27-35
Open Access | Times Cited: 36
Understanding the influence of teacher–learner relationships on learners’ assessment perception
Suzanne Schut, Jan van Tartwijk, Erik W. Driessen, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 2, pp. 441-456
Open Access | Times Cited: 34
“It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program
Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, et al.
Teaching and Learning in Medicine (2022) Vol. 35, Iss. 5, pp. 550-564
Closed Access | Times Cited: 17
Navigating the paradox: Exploring resident experiences of vulnerability
Heather Nichol, Jennifer Turnnidge, Nancy Dalgarno, et al.
Medical Education (2024) Vol. 58, Iss. 12, pp. 1469-1477
Open Access | Times Cited: 3
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
Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme
Laura Farrell, Cary Cuncic, Wendy Hartford, et al.
Medical Education (2022) Vol. 57, Iss. 3, pp. 265-271
Closed Access | Times Cited: 14
Changing the Assessment Paradigm: Promoting a Growth Mindset Across the Medical Education Continuum
Aditi Puri, Milad Memari, Elisa M. Sottile, et al.
The American Journal of Medicine (2022) Vol. 136, Iss. 2, pp. 207-212
Closed Access | Times Cited: 14
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