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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:

Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review
Jessica Weallans, Caroline Roberts, Sarah Hamilton, et al.
Postgraduate Medical Journal (2021) Vol. 98, Iss. 1156, pp. 138-149
Closed Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

The Effect of Self-Development Program for Improving Independence in Defective Students in SLB N 1 Lima Kaum Batusangkar
Aulia Rahmah, Eric Rouns, Aedro Luck
World Psychology (2022) Vol. 1, Iss. 2, pp. 46-53
Open Access | Times Cited: 47
Evaluation of a patient-centered communication skills training for nurses (KOMPAT): study protocol of a randomized controlled trial
Anja Lindig, Kendra Mielke, Wiebke Frerichs, et al.
BMC Nursing (2024) Vol. 23, Iss. 1
Open Access | Times Cited: 8
What is the learning effect of video review in postgraduate medical education: a systematic review
Marieke Robbrecht, Myriam Van Winckel, Antonius Mulder, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Scope of Feedback in Assessment of Entrustable Professional Activities
SaurabhRamBihariLal Shrivastava, Shubhada Gade, Sunita Vagha
Indian Journal of Medical Specialities (2025)
Closed Access
Effectiveness of Structured Feedback Training on Student’s Performance in Formative Assessment of Physiology Practicals: A Comparative Study
Smita Shinde, Utsav Joshi, Nisha C Karanje, et al.
Cureus (2025)
Open Access
The pedagogical value of near-peer feedback in online OSCEs
Julia Sader, Bernard Cerutti, Louise Meynard, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 13
Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model
Zhou-Wei Xu, Nana Liu, Jianlin Zhang, et al.
Medicine (2022) Vol. 101, Iss. 38, pp. e30822-e30822
Open Access | Times Cited: 13
Preceptor: o profissional de saúde-educador do século XXI
Sérgio Henrique de Oliveira Botti, Sérgio Rêgo
Revista Brasileira de Educação Médica (2024) Vol. 48, Iss. 2
Open Access | Times Cited: 2
Contribution of supervision to the development of advanced practitioners: a qualitative study of pharmacy learners’ and supervisors’ views
Ali Hindi, Sarah Willis, Jayne Astbury, et al.
BMJ Open (2022) Vol. 12, Iss. 4, pp. e059026-e059026
Open Access | Times Cited: 9
Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review
Sherrif Kwame Awiagah, Rebecca Dordunu, Nelson Hukporti, et al.
SAGE Open Nursing (2024) Vol. 10
Open Access | Times Cited: 1
Improvement of students’ communication skills through targeted training and the use of simulated patients in dental education—a prospective cohort study
Anna Bock, Nina Wagenknecht, Philipp Winnand, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
The use of feedback in teaching undergraduate dental students: feedback sandwich or Ask-Tell-Ask model?
Galvin Sim Siang Lin, Wen Wu Tan, Hasnah Hashim, et al.
BMC Oral Health (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 4
Peering Into the Future: A First Look at the CBME Transition to Practice Stage in Diagnostic Radiology
Laura Wong, Andrew D. Chung, Christina Rogoza, et al.
Academic Radiology (2023) Vol. 30, Iss. 10, pp. 2406-2417
Closed Access | Times Cited: 3
General practitioner residents’ experiences and perceptions of outpatient training in primary care settings in China: a qualitative study
Lingyan Wu, Yuling Tong, Yingying Yu, et al.
BMJ Open (2023) Vol. 13, Iss. 9, pp. e076821-e076821
Open Access | Times Cited: 3
Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios
Neetha J. Erumeda, Ann George, Louis S. Jenkins
African Journal of Primary Health Care & Family Medicine (2022) Vol. 14, Iss. 1
Open Access | Times Cited: 4
A IMPORTÂNCIA DO FEEDBACK CONSTRUTIVO PARA O DESENVOLVIMENTO DE HABILIDADES NAS EMPRESAS
José Mulangue
Revista Gestão e Conhecimento (2024) Vol. 18, Iss. 2, pp. e358-e358
Open Access
Preceptor: the 21st century educator healthcare provider
Sérgio Henrique de Oliveira Botti, Sérgio Rêgo
Revista Brasileira de Educação Médica (2024) Vol. 48, Iss. 2
Open Access
Experiences of medical students and faculty regarding the use of long case as a formative assessment method at a tertiary care teaching hospital in a low resource setting: a qualitative study
Jacob Kumakech, Ian G. Munabi, Aloysius Gonzaga Mubuuke, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
A survey of anaesthetic training logbook management among postgraduate students
Mohammad Nizam Mokhtar, Siti Aisyah Suhaini, Farah Hanim Abdullah, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
Postgraduate Operating Room Nursing Students’ Experiences with Blended Learning Combining Digital Learning Paths and Basic Skills Training as Preparation for Internship: A Qualitative Study
Lena Rengård Kolstad, Vibeke Tjugum, Irene Rød, et al.
SAGE Open Nursing (2024) Vol. 10
Open Access
A Departmentally Developed Agreement to Improve Faculty-Resident Feedback
Ross Pallansch, Robert R. Gaiser
Journal of Education in Perioperative Medicine (2023) Vol. 25, Iss. 1
Open Access | Times Cited: 1
Training Medical Students in Cognitive, Intrapersonal, and Interpersonal Domain Competencies: Existing Challenges and Role of Medical Teachers
SaurabhRamBihariLal Shrivastava, Mira Ayu Duan Raharjo, Bayu Fajar Pratama, et al.
Journal of the Scientific Society (2023) Vol. 50, Iss. 3, pp. 293-298
Open Access | Times Cited: 1
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
The Attending Meritocracy: Implementation of a Novel Team-Based Approach to Provide Effective Resident Feedback
Srilakshmi Atthota, Alexa Griffiths, Aaron Kangas‐Dick, et al.
Journal of surgical education (2021) Vol. 78, Iss. 6, pp. e78-e85
Closed Access | Times Cited: 2
Resolving Critical Issues in Training for Supervision
Derek Milne, Robert P. Reiser
(2023), pp. 88-114
Closed Access
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