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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:

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

Showing 1-25 of 33 citing articles:

Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 46
Making prospective entrustment decisions: Knowing limits, seeking help and defaulting
Daniel J. Schumacher, Catherine D. Michelson, Ariel S. Winn, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 892-900
Closed Access | Times Cited: 19
“I'm on an island”: A qualitative study of underperforming surgical trainee perspectives on remediation
K McLeod, Robyn Woodward‐Kron, Prem Rashid, et al.
The American Journal of Surgery (2024) Vol. 234, pp. 11-16
Open Access | Times Cited: 3
“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written
Andrea Gingerich, Lorelei Lingard, Stefanie S. Sebok‐Syer, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1240-1246
Open Access | Times Cited: 3
Evaluating the Quality of Written Feedback Within Entrustable Professional Activities in an Internal Medicine Cohort
Lorenzo Madrazo, Jennifer DCruz, Natasha Correa, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 1, pp. 74-80
Open Access | Times Cited: 7
Failure to fail or fast tracking to failure: a critical exploration of social work placements
Jo Finch, Prospera Tedam
Social Work Education (2023) Vol. 43, Iss. 7, pp. 2024-2039
Open Access | Times Cited: 5
Unheard Voices: A Qualitative Study of Resident Perspectives on Remediation
Sara Krzyzaniak, Bonnie Kaplan, Daniella Lucas, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 4, pp. 507-514
Open Access | Times Cited: 12
Thresholds of becoming: an exploration of threshold concepts as a means to support professional identity formation in competency-based curricula
Laura Farrell, Cary Cuncic, Shavaun MacDonald, et al.
Advances in Health Sciences Education (2023) Vol. 29, Iss. 1, pp. 349-359
Closed Access | Times Cited: 4
‘We’re like Spider-Man; with great power comes great responsibility’: Coaches’ experiences supporting struggling medical students
Martha J. Elster, Andrew S. Parsons, Sally Collins, et al.
Medical Teacher (2024) Vol. 47, Iss. 2, pp. 329-337
Open Access | Times Cited: 1
A change of mind: Error motivation is shaped by error perceptions in different learning environments
Liv Dyre, Lawrence Grierson, Anne Mette Mørcke, et al.
Medical Teacher (2024), pp. 1-9
Closed Access | Times Cited: 1
Mapping out Remediation: An Actionable Roadmap to Support Trainees Through Remediation
N M Orlov, N Goodrich, D Mills, et al.
Academic Pediatrics (2024)
Closed Access | Times Cited: 1
‘The program director's word … it's stronger than the word of God’: Epistemic injustice revealed through narratives of remediated graduate medical education residents
Candace Percival, Lauren A. Maggio, Tasha R. Wyatt, et al.
Medical Education (2023) Vol. 58, Iss. 7, pp. 848-857
Closed Access | Times Cited: 4
The education passport: connecting programmatic assessment across learning and practice
Eric J. Warm, Carol Carraccio, Matthew Kelleher, et al.
Canadian Medical Education Journal (2022) Vol. 13, Iss. 4, pp. 82-91
Open Access | Times Cited: 6
The shift from disbelieving underperformance to recognising failure: A tipping point model
Andrea Gingerich, Stefanie S. Sebok‐Syer, Lorelei Lingard, et al.
Medical Education (2021) Vol. 56, Iss. 4, pp. 395-406
Closed Access | Times Cited: 7
“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
Embracing our responsibility to ensure trainee competency
Sally A. Santen, Robin R. Hemphill
AEM Education and Training (2023) Vol. 7, Iss. 2
Open Access | Times Cited: 2
Dutch dismissal practices: characteristics, consequences, and contrasts in residents’ case law in community-based practice versus hospital-based specialties
Judith Godschalx-Dekker, Walther van Mook
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
Inconsistencies in rater-based assessments mainly affect borderline candidates: but using simple heuristics might improve pass-fail decisions
Stefan K. Schauber, Anne O. Olsen, Erik L. Werner, et al.
Advances in Health Sciences Education (2024) Vol. 29, Iss. 5, pp. 1749-1767
Open Access
Assessment of Entrustable Professional Activities Among Dutch Endocrine Supervisors
Joanne M. de Laat, Anouk N.A. van der Horst‐Schrivers, Natasha M. Appelman‐Dijkstra, et al.
Journal of CME (2024) Vol. 13, Iss. 1
Open Access
Clinical assessor's experiences of assessing undergraduate nursing and midwifery students who underperform on clinical placement: A qualitative systematic review and meta-summary
Gillian O Sullivan, Josephine Hegarty, Margaret Landers, et al.
Nurse Education Today (2024) Vol. 141, pp. 106316-106316
Closed Access
“A clean slate”: Insights for improving remediation from the perspectives of underperforming surgical trainees.
K McLeod, Robyn Woodward‐Kron, Prem Rashid, et al.
The American Journal of Surgery (2024) Vol. 237, pp. 115942-115942
Open Access
Why do instructors pass underperforming students? A Q-methodology study
Chunlin Liu, Jananey Rajagopalan, Bruce Wainman, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
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
Les facteurs et enjeux relationnels lors de l’évaluation des résidents en médecine familiale
Suzanne Laurin, Luc Côté, Lise Cusson, et al.
Pédagogie médicale (2022) Vol. 23, Iss. 1, pp. 7-16
Open Access | Times Cited: 1
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