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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:

Impact of workplace based assessment on doctors' education and performance: a systematic review
Alice Miller, Julian Archer
BMJ (2010) Vol. 341, Iss. sep24 1, pp. c5064-c5064
Open Access | Times Cited: 435

Showing 1-25 of 435 citing articles:

Kirkpatrick’s levels and education ‘evidence’
Sarah Yardley, Tim Dornan
Medical Education (2011) Vol. 46, Iss. 1, pp. 97-106
Open Access | Times Cited: 389
Assessment, feedback and the alchemy of learning
Christopher Watling, Shiphra Ginsburg
Medical Education (2018) Vol. 53, Iss. 1, pp. 76-85
Closed Access | Times Cited: 310
Systematic review methodology in higher education
Margaret Bearman, Calvin Smith, Angela Carbone, et al.
Higher Education Research & Development (2012) Vol. 31, Iss. 5, pp. 625-640
Closed Access | Times Cited: 240
Behavior change interventions and policies influencing primary healthcare professionals’ practice—an overview of reviews
Bhupendrasinh F Chauhan, Maya M. Jeyaraman, Amrinder Singh Mann, et al.
Implementation Science (2017) Vol. 12, Iss. 1
Open Access | Times Cited: 172
A systematic review of the effects of residency training on patient outcomes
Renée M. van der Leeuw, Kiki M. J. M. H. Lombarts, Onyebuchi A. Arah, et al.
BMC Medicine (2012) Vol. 10, Iss. 1
Open Access | Times Cited: 164
Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review
J. M. Monica van de Ridder, William C. McGaghie, Karel M. Stokking, et al.
Medical Education (2015) Vol. 49, Iss. 7, pp. 658-673
Open Access | Times Cited: 137
Staging a performance: learners’ perceptions about direct observation during residency
Kori A. LaDonna, Rose Hatala, Lorelei Lingard, et al.
Medical Education (2017) Vol. 51, Iss. 5, pp. 498-510
Open Access | Times Cited: 122
Significant transfer of surgical skills obtained with an advanced laparoscopic training program to a laparoscopic jejunojejunostomy in a live porcine model: feasibility of learning advanced laparoscopy in a general surgery residency
Julián Varas, Ricardo Mejía, Arnoldo Riquelme, et al.
Surgical Endoscopy (2012) Vol. 26, Iss. 12, pp. 3486-3494
Closed Access | Times Cited: 120
Summative assessments are more powerful drivers of student learning than resource intensive teaching formats
Tobias Raupach, Jamie Brown, Sven Anders, et al.
BMC Medicine (2013) Vol. 11, Iss. 1
Open Access | Times Cited: 120
Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings
Jonathan P. Massie, Jason M. Ali
Advances in Health Sciences Education (2015) Vol. 21, Iss. 2, pp. 455-473
Closed Access | Times Cited: 120
The process of feedback in workplace‐based assessment: organisation, delivery, continuity
Elisabeth A M Pelgrim, Anneke Kramer, Henk Mokkink, et al.
Medical Education (2012) Vol. 46, Iss. 6, pp. 604-612
Closed Access | Times Cited: 112
The role of feedback in improving the effectiveness of workplace based assessments: a systematic review
Habiba Saedon, Shizalia Salleh, Arun Balakrishnan, et al.
BMC Medical Education (2012) Vol. 12, Iss. 1
Open Access | Times Cited: 111
‘Sometimes the work just needs to be done’: socio-cultural influences on direct observation in medical training
Christopher Watling, Kori A. LaDonna, Lorelei Lingard, et al.
Medical Education (2016) Vol. 50, Iss. 10, pp. 1054-1064
Open Access | Times Cited: 98
The educational impact of Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) and its association with implementation: A systematic review and meta-analysis
Andrea Carolin Lörwald, Felicitas-Maria Lahner, Zineb Miriam Nouns, et al.
PLoS ONE (2018) Vol. 13, Iss. 6, pp. e0198009-e0198009
Open Access | Times Cited: 95
CPD of the future: a partnership between quality improvement and competency-based education
Joan Sargeant, Brian M. Wong, Craig M. Campbell
Medical Education (2017) Vol. 52, Iss. 1, pp. 125-135
Closed Access | Times Cited: 91
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
Google classroom as a learning management system to teach biochemistry in a medical school
Sambit Dash
Biochemistry and Molecular Biology Education (2019) Vol. 47, Iss. 4, pp. 404-407
Open Access | Times Cited: 84
What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research
Erik W. Driessen, Fedde Scheele
Medical Teacher (2013) Vol. 35, Iss. 7, pp. 569-574
Closed Access | Times Cited: 99
Composite reliability of a workplace-based assessment toolbox for postgraduate medical education
Joyce van Loon, Karlijn Overeem, Jeroen Donkers, et al.
Advances in Health Sciences Education (2013) Vol. 18, Iss. 5, pp. 1087-1102
Closed Access | Times Cited: 96
Factors influencing the effectiveness of multisource feedback in improving the professional practice of medical doctors: a systematic review
Julie Ferguson, Judy Wakeling, Paul Bowie
BMC Medical Education (2014) Vol. 14, Iss. 1
Open Access | Times Cited: 92
Practicing Physicians' Needs for Assessment and Feedback as Part of Professional Development
Joan Sargeant, David Bruce, Craig M. Campbell
Journal of Continuing Education in the Health Professions (2013) Vol. 33, Iss. Suppl. 1, pp. S54-S62
Closed Access | Times Cited: 92
Competency-based training: who benefits?
Alexandra Brightwell, Janet Grant
Postgraduate Medical Journal (2012) Vol. 89, Iss. 1048, pp. 107-110
Closed Access | Times Cited: 88
The preparedness of UK graduates in acute care: a systematic literature review
Victoria Ruth Tallentire, Samantha Smith, Janet Skinner, et al.
Postgraduate Medical Journal (2011) Vol. 88, Iss. 1041, pp. 365-371
Open Access | Times Cited: 87
A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education
Marja Dijksterhuis, Lambert Schuwirth, Didi D.M. Braat, et al.
Medical Teacher (2013) Vol. 35, Iss. 8, pp. e1396-e1402
Closed Access | Times Cited: 78
‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?
Anne Gaunt, Abhilasha Patel, Victoria Rusius, et al.
Medical Education (2017) Vol. 51, Iss. 9, pp. 953-962
Closed Access | Times Cited: 66
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