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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:

Emotion in remediation: A scoping review of the medical education literature
Lynnea M. Mills, Christy Boscardin, Elizabeth Joyce, et al.
Medical Education (2021) Vol. 55, Iss. 12, pp. 1350-1362
Closed Access | Times Cited: 24

Showing 24 citing articles:

The double-edged sword of emotions in medical education: A scoping review
Fariba Haghani, Nahid Toufan, Athar Omid
Journal of Education and Health Promotion (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 12
Relationship Between Cognitive Load Theory, Intrinsic Motivation and Emotions in Healthcare Professions Education: A Perspective on the Missing Link
Dhruvita Patel, Abdullah Alismail
Advances in Medical Education and Practice (2024) Vol. Volume 15, pp. 57-62
Open Access | Times Cited: 4
Toward Evidence-Informed Medical Curricula: A Scoping Review Protocol on Social Skills and Emotional Regulation
Thaysa Castro Molina, William Donegá Martinez, Vinícius Araújo Pereira, et al.
MethodsX (2025) Vol. 14, pp. 103161-103161
Closed Access
“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
“When You’re in It, It Feels Like It’s Everything”: Medical Students’ Experience of Failure and Remediation in the United States and the Netherlands
Lynnea M. Mills, Terese Stenfors, Melissa Duffy, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1254-1259
Open Access | Times Cited: 3
Assessing Student Learning
Kimberly S. Cook, Katherine Fogelberg, Patricia Butterbrodt, et al.
(2023), pp. 287-312
Closed Access | Times Cited: 6
Failing in the system or systemic failure? The inherent tension within surgical trainee underperformance and remediation
Alison Zhu, Sarah Aitken
The American Journal of Surgery (2024) Vol. 234, pp. 9-10
Closed Access | Times Cited: 1
‘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
Pedagogies of discomfort and disruption: A meta‐narrative review of emotions and equity‐related pedagogy
Javeed Sukhera, Tess M. Atkinson, Shawn Hendrikx, et al.
Medical Education (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
Attachment anxiety and depressive symptoms in undergraduate medical students: The mediating role of emotion regulation strategies
Valentina Colonnello, Edita Fino, Paolo Maria Russo
Perspectives on Medical Education (2022) Vol. 11, Iss. 4, pp. 207-212
Open Access | Times Cited: 7
Strangers in a strange land: The experience of physicians undergoing remediation
Gisèle Bourgeois‐Law, Glenn Regehr, Pim W. Teunissen, et al.
Medical Education (2022) Vol. 56, Iss. 6, pp. 670-679
Open Access | Times Cited: 6
Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study
Janeane Dart, Charlotte E. Rees, Susan Ash, et al.
Nutrition & Dietetics (2023) Vol. 80, Iss. 3, pp. 240-252
Open Access | Times Cited: 2
Pre‐ and post‐examination reflections of first‐year medical students in an integrated medical anatomy course
Andrew Cale, Leslie A. Hoffman, Margaret A. McNulty
Anatomical Sciences Education (2023) Vol. 17, Iss. 1, pp. 186-198
Open Access | Times Cited: 2
Enhancing remediation by focusing on affective experience
Valentina Colonnello
Medical Education (2021) Vol. 55, Iss. 12, pp. 1338-1340
Open Access | Times Cited: 5
Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning
Meghan McConnell, Kevin W. Eva
(2022), pp. 279-290
Closed Access | Times Cited: 3
Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks
Miriam Alexander, Ronja Behrend, Anne Franz, et al.
Medical Teacher (2024), pp. 1-8
Closed Access
Experience of Academic Remediation in a South African Medical Undergraduate programme- Exploring the voice of Remediating Learners
Anastasia Ebele Ugwuanyi, Pumla Pamella Sodo, Shayla Kohrika Pillay, et al.
Research Square (Research Square) (2024)
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
Effective Remediation for Advanced Practice Providers with Lowest Patient Experience: The Power of Relational Resources
Laura A Kirk, Caitlin Holt Siropaides, Jijia Wang, et al.
Patient Education and Counseling (2024) Vol. 132, pp. 108597-108597
Closed Access
Perceptual Differences: Remediation Versus Retaliation in Resident Training
Richard Balon, Mary K. Morreale, Rashi Aggarwal, et al.
Academic Psychiatry (2024)
Closed Access
Emotions, psychological safety and recommendations for designing remediation programmes
Nicola Brennan
Medical Education (2021) Vol. 56, Iss. 2, pp. 141-143
Open Access | Times Cited: 2
Perceptions and emotions about learning and assessment: Why should we care?
Seetha U. Monrad
Medical Education (2022) Vol. 56, Iss. 4, pp. 354-356
Open Access | Times Cited: 1
Toward a Programmatic Approach for Remediation: Evidence-Based Goals for Institutions
Bau P. Tran, Calvin L. Chou
Springer eBooks (2023), pp. 15-26
Closed Access
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