Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

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

Showing 1-25 of 87 citing articles:

Ethics education to support ethical competence learning in healthcare: an integrative systematic review
Henrik Andersson, Anders Svensson, Catharina Frank, et al.
BMC Medical Ethics (2022) Vol. 23, Iss. 1
Open Access | Times Cited: 98
Students’ feedback seeking behaviour in undergraduate education: A scoping review
Martijn J. M. Leenknecht, David Carless
Educational Research Review (2023) Vol. 40, pp. 100549-100549
Open Access | Times Cited: 23
Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations
Laura A. Killam, Gerlese S. Åkerlind, Mercedes Lock, et al.
Simulation in Healthcare The Journal of the Society for Simulation in Healthcare (2024) Vol. 19, Iss. 4, pp. 205-212
Closed Access | Times Cited: 14
Growth, Engagement, and Belonging in the Clinical Learning Environment: the Role of Psychological Safety and the Work Ahead
Adelaide H. McClintock, Tyra Fainstad
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2291-2296
Open Access | Times Cited: 31
Clinician Teacher as Leader: Creating Psychological Safety in the Clinical Learning Environment for Medical Students
Adelaide H. McClintock, Tyra Fainstad, Joshua Jauregui
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S46-S53
Open Access | Times Cited: 28
Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback
Jessica To
Higher Education Research & Development (2025), pp. 1-16
Closed Access
Professional Competence and Working Behaviours: The Role of Leader's and Subordinate's Job Satisfaction
Lusekelo George Mwandondwa
(2025)
Closed Access
The influence of psychological safety on feedback conversations in general practice training
Rola Ajjawi, Margaret Bearman, Michelle Sheldrake, et al.
Medical Education (2022) Vol. 56, Iss. 11, pp. 1096-1104
Closed Access | Times Cited: 23
Gaining feedback acceptance: Leader-member attachment style and psychological safety
Manuel London, Judith Volmer, Jetmir Zyberaj, et al.
Human Resource Management Review (2023) Vol. 33, Iss. 2, pp. 100953-100953
Closed Access | Times Cited: 15
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature
Margaret Bearman, Joanna Tai, Michael Henderson, et al.
Assessment & Evaluation in Higher Education (2024) Vol. 49, Iss. 5, pp. 634-650
Open Access | Times Cited: 4
Fostering Knowledge Exchange in Digital Communities: Psychological Determinants of Sharing in Q&A Platforms
Likun Wang, Kyungyee Kim
Journal of the Knowledge Economy (2024)
Closed Access | Times Cited: 4
A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory
Alison Lupton‐Smith, Nicoline Herman, Anna M.S. Schmutz
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Bridging the Gap Between Educator and Learner: The Role of Psychological Safety in Medical Education
Adelaide H. McClintock, Sara Kim, Esther K. Chung
PEDIATRICS (2021) Vol. 149, Iss. 1
Closed Access | Times Cited: 29
Emotion as reflexive practice: A new discourse for feedback practice and research
Rola Ajjawi, Rebecca E. Olson, Nancy McNaughton
Medical Education (2021) Vol. 56, Iss. 5, pp. 480-488
Open Access | Times Cited: 28
Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic
Jennifer Hill, Harry West
Teaching & Learning Inquiry The ISSOTL Journal (2022) Vol. 10
Open Access | Times Cited: 21
Using learner-centred feedback design to promote students’ engagement with feedback
Jessica To
Higher Education Research & Development (2021) Vol. 41, Iss. 4, pp. 1309-1324
Closed Access | Times Cited: 23
Psychological safety in medical education: A scoping review and synthesis of the literature
Adelaide H. McClintock, Tyra Fainstad, Kevin Blau, et al.
Medical Teacher (2023) Vol. 45, Iss. 11, pp. 1290-1299
Open Access | Times Cited: 9
Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review
Javiera Fuentes‐Cimma, Dominique Sluijsmans, Arnoldo Riquelme, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
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
Cultivating a culture of safety and innovation in the FMCG sector through leadership and organizational change
Eseoghene Kupa, Uwaga Monica Adanma, Emmanuel Olurotimi Ogunbiyi, et al.
International Journal of Management & Entrepreneurship Research (2024) Vol. 6, Iss. 6, pp. 1787-1803
Open Access | Times Cited: 3
Fostering psychological safety: Using improvisation as a team building tool in management education
Jaclyn Perrmann-Graham, Jing Liu, Carole Cangioni, et al.
The International Journal of Management Education (2022) Vol. 20, Iss. 2, pp. 100617-100617
Closed Access | Times Cited: 15
Twelve tips for developing feedback literacy in health professions learners
Nicholas Tripodi, Jack Feehan, Rebecca Wospil, et al.
Medical Teacher (2020) Vol. 43, Iss. 8, pp. 960-965
Open Access | Times Cited: 22
Psychological safety and accountability in longitudinal integrated clerkships: a dual institution qualitative study
Robyn Latessa, Shelley L. Galvin, Robert A. Swendiman, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 7
Human vs. AI: Exploring students’ preferences between human and AI TA and the effect of social anxiety and problem complexity
Ziqing Peng, Yan Wan
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 1217-1246
Closed Access | Times Cited: 7
What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine
Laura R. Hopson, Jeremy Branzetti, Michael A. Gisondi, et al.
AEM Education and Training (2024) Vol. 8, Iss. 1
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top