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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:

Identifying coaching skills to improve feedback use in postgraduate medical education
Heather Armson, Jocelyn Lockyer, Marygrace Zetkulic, et al.
Medical Education (2019) Vol. 53, Iss. 5, pp. 477-493
Open Access | Times Cited: 86

Showing 1-25 of 86 citing articles:

Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?
Christina Johnson, Jennifer L. Keating, Elizabeth Molloy
Medical Education (2020) Vol. 54, Iss. 6, pp. 559-570
Open Access | Times Cited: 87
“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum
Mary Ott, Rachael Pack, Sayra Cristancho, et al.
Journal of Graduate Medical Education (2022) Vol. 14, Iss. 5, pp. 583-592
Open Access | Times Cited: 50
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
Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine
Sreeja Natesan, Jaime Jordan, Alexander Y. Sheng, et al.
Western Journal of Emergency Medicine (2023) Vol. 24, Iss. 3
Open Access | Times Cited: 16
The Next Era of Assessment: Building a Trustworthy Assessment System
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement
Mary Ellen J. Goldhamer, Maria Martinez‐Lage, W. Stephen Black‐Schaffer, et al.
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2280-2290
Open Access | Times Cited: 23
Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations
Subha Ramani, Heather Armson, Tessa Hanmore, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
The Professional Agency in Supervision of General Practitioners Before Their Supervisor Training Module: A Narrative Positioning Analysis
Katri Salokangas, Sanna Vehviläinen, Nina Tusa, et al.
Journal of Continuing Education in the Health Professions (2025)
Closed Access
Coaching in residency training programs: moving toward learner-centered education in anesthesiology
Sydney Nykiel-Bailey
Current Opinion in Anaesthesiology (2025)
Closed Access
Conceptual Explorations Of Employee Coaching For Generation Z Sales Professionals
Gary C. Hart
Revista Academiei Forţelor Terestre (2025) Vol. 30, Iss. 1, pp. 118-133
Closed Access
Can Artificial Intelligence Coach Faculty to Utilize Growth Mindset Language? A Qualitative Analysis of Feedback Statements
Michael J Furey, Raymond A. Stemrich, Jamaica A. Westfall-Snyder, et al.
Journal of Surgical Research (2025) Vol. 308, pp. 300-306
Closed Access
Understanding Coaching in Communication Research
Mustafa Kayyali
IGI Global eBooks (2025), pp. 169-206
Closed Access
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1073-1081
Open Access | Times Cited: 42
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
Patient involvement in assessment of postgraduate medical learners: A scoping review
Roy Khalifé, Manika Gupta, Carol Gonsalves, et al.
Medical Education (2022) Vol. 56, Iss. 6, pp. 602-613
Closed Access | Times Cited: 20
“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
Facilitating Residents’ Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching
Stefanie S. Sebok‐Syer, Jennifer M. Shaw, Robert Sedran, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S22-S28
Open Access | Times Cited: 16
Meaning making about performance: A comparison of two specialty feedback cultures
Margaret Bearman, Rola Ajjawi, Damian J. Castanelli, et al.
Medical Education (2023) Vol. 57, Iss. 11, pp. 1010-1019
Open Access | Times Cited: 10
Supportive and collaborative interdependence: Distinguishing residents’ contributions within health care teams
Stefanie S. Sebok‐Syer, Lorelei Lingard, Michael J. Panza, et al.
Medical Education (2023)
Closed Access | Times Cited: 9
Teaching Psychomotor Skills in a Virtual Environment: An Educational Case Study
Laura S. Plummer, Lesley Smith, Elizabeth Cornforth, et al.
Education Sciences (2021) Vol. 11, Iss. 9, pp. 537-537
Open Access | Times Cited: 20
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
New ACGME Clinician Educator Milestones as a Roadmap for Faculty Development: a Position Paper from the Society of General Internal Medicine Education Committee
Aditi Puri, Sreekala Raghavan, Elisa Sottile, et al.
Journal of General Internal Medicine (2023) Vol. 38, Iss. 13, pp. 3053-3059
Closed Access | Times Cited: 8
Barriers and Facilitators in Continuous Medical Education Related to Allogeneic Stem Cell Transplantation: A Qualitative Study of Physicians
Sascha Eickmann, Daniel Wolff, Guido Kobbe, et al.
Oncology Research and Treatment (2024) Vol. 47, Iss. 4, pp. 136-144
Open Access | Times Cited: 2
Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions
Christina Johnson, Jennifer L. Keating, Michelle Leech, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 14
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