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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:

Approaching culture in medical education: Three perspectives
Christopher Watling, Rola Ajjawi, Margaret Bearman
Medical Education (2019) Vol. 54, Iss. 4, pp. 289-295
Closed Access | Times Cited: 55

Showing 1-25 of 55 citing articles:

Implementing IPE in a Workplace Setting: Educational Design Research Promotes Transformative Participation
Marco Versluis, Lizzy-Sara Zöllner, Sofia Papadopoulou, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
Motivation Strategies for Learning and Their Influences in Students’ Feedback Literacy During Undergraduate Medical School: An Explanatory Sequential Mixed Methods Study
Ligia Cordovani, Susan M. Jack, Anne Wong, et al.
Medical Science Educator (2025)
Closed Access
The WellNext Scan: Validity evidence of a new team-based tool to map and support physicians’ well-being in the clinical working context
Sofiya Abedali, Joost van den Berg, Alina Smirnova, et al.
PLoS ONE (2025) Vol. 20, Iss. 2, pp. e0319038-e0319038
Open Access
“What’s the Culture in Medicine?”: Exploring Medical Culture from the Perspective of Medical Students in Clerkship
Anita Truong, Rishi Durupala, Cheryl Goldstein, et al.
Medical Science Educator (2025)
Closed Access
A Guide to Peer Coaching for Health Professions Educators
James Fisher, Anna C Ainsworth, Richard Thomson, et al.
The Clinical Teacher (2025) Vol. 22, Iss. 2
Open Access
Faculty Development: Core Concepts and Principles
Yvonne Steinert
Innovation and change in professional education (2025), pp. 3-28
Closed Access
International Faculty Development: Taking Culture into Account
Ardi Findyartini, Dujeepa D. Samarasekera, Veena S. Singaram
Innovation and change in professional education (2025), pp. 381-404
Closed Access
Socially Just Pedagogies and Practices in Health Professions Education: Implications for Faculty Development
Susan van Schalkwyk, Julia Blitz, Cecilia Jacobs
Innovation and change in professional education (2025), pp. 341-357
Closed Access
How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series
Katherine Lupton, Patricia O’Sullivan
Academic Medicine (2020) Vol. 95, Iss. 12S, pp. S71-S76
Open Access | Times Cited: 34
Invoking culture in medical education research: A critical review and metaphor analysis
Margaret Bearman, Paige Mahoney, Joanna Tai, et al.
Medical Education (2021) Vol. 55, Iss. 8, pp. 903-911
Closed Access | Times Cited: 28
Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities
Naomi Winstone
Higher Education (2022) Vol. 84, Iss. 5, pp. 1107-1125
Open Access | Times Cited: 20
Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis
Chris Roberts, Priya Khanna, Jane Bleasel, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 901-914
Open Access | Times Cited: 19
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
You Get What You Reward: A Qualitative Study Exploring Medical Student Engagement in 2 Different Assessment Systems
Joshua Jauregui, Adelaide H. McClintock, Caitlin Schrepel, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1278-1285
Open Access | Times Cited: 3
Widening how we see the impact of culture on learning, practice and identity development in clinical environments
Dale Sheehan, Tim Wilkinson
Medical Education (2021) Vol. 56, Iss. 1, pp. 110-116
Closed Access | Times Cited: 20
Undergraduate Learners’ Receptiveness to Feedback in Medical Schools: A Scoping Review
Ligia Cordovani, Cody Tran, Anne Wong, et al.
Medical Science Educator (2023) Vol. 33, Iss. 5, pp. 1253-1269
Open Access | Times Cited: 8
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 5, pp. 541-551
Closed Access | Times Cited: 22
Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19
Lisi Gordon, Gillian Marion Scanlan, Tricia Tooman, et al.
Medical Education (2021) Vol. 56, Iss. 5, pp. 516-526
Open Access | Times Cited: 19
Learning-oriented motivation: Examining the impact of teaching practices with motivational potential
Jorge Valenzuela, Jorge Miranda-Ossandón, Carla Muñoz, et al.
PLoS ONE (2024) Vol. 19, Iss. 2, pp. e0297877-e0297877
Open Access | Times Cited: 2
Culture and context in Interprofessional education: Expectations in Australia and Japan
Fiona Kent, Junji Haruta
Medical Education (2024)
Open Access | Times Cited: 2
Enabling and valuing feedback literacies
Edd Pitt, Naomi Winstone
Assessment & Evaluation in Higher Education (2022) Vol. 48, Iss. 2, pp. 149-157
Open Access | Times Cited: 12
Scratching beneath the surface: How organisational culture influences curricular reform
Adarsh Shah, Kim Walker, Lorraine Hawick, et al.
Medical Education (2022) Vol. 57, Iss. 7, pp. 668-678
Open Access | Times Cited: 11
From research to action and back again: The long journey of organizational climate – A review of the literature and a summative framework
Alessia D’Amato
Journal of General Management (2023)
Closed Access | Times Cited: 6
A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK
An Kozato, Kiyoshi Shikino, Yasushi Matsuyama, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 6
“We Are Our Own Worst Enemies”: A Qualitative Exploration of Sociocultural Factors in Dietetic Education Influencing Student-Dietitian Transitions
Janeane Dart, Susan Ash, Louise McCall, et al.
Journal of the Academy of Nutrition and Dietetics (2022) Vol. 122, Iss. 11, pp. 2036-2049.e4
Open Access | Times Cited: 10
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