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:
Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources
Sarah Rosenbaum, Jenny Moberg, Faith Chesire, et al.
F1000Research (2023) Vol. 12, pp. 481-481
Open Access | Times Cited: 11
Sarah Rosenbaum, Jenny Moberg, Faith Chesire, et al.
F1000Research (2023) Vol. 12, pp. 481-481
Open Access | Times Cited: 11
Showing 11 citing articles:
One-year follow-up effects of the informed health choices secondary school intervention on students’ ability to think critically about health in Uganda: a cluster randomized trial
Ronald Ssenyonga, Andrew D Oxman, Esther Nakyejwe, et al.
Trials (2025) Vol. 26, Iss. 1
Open Access
Ronald Ssenyonga, Andrew D Oxman, Esther Nakyejwe, et al.
Trials (2025) Vol. 26, Iss. 1
Open Access
Effects of the Informed Health Choices secondary school intervention on the ability of lower secondary students in Kenya to think critically about health choices: 1-year follow-up of a cluster-randomized trial
Faith Chesire, Margaret Kaseje, Violet Gisore, et al.
Trials (2025) Vol. 26, Iss. 1
Open Access
Faith Chesire, Margaret Kaseje, Violet Gisore, et al.
Trials (2025) Vol. 26, Iss. 1
Open Access
Use of the informed health choices educational intervention to improve secondary students’ ability to think critically about health interventions in Uganda: A cluster‐randomized trial
Ronald Ssenyonga, Andrew D Oxman, Esther Nakyejwe, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 285-293
Open Access | Times Cited: 8
Ronald Ssenyonga, Andrew D Oxman, Esther Nakyejwe, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 285-293
Open Access | Times Cited: 8
Effects of the informed health choices secondary school intervention on the ability of students in Kenya to think critically about health choices: A cluster‐randomized trial
Faith Chesire, Margaret Kaseje, Marlyn Ochieng, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 275-284
Open Access | Times Cited: 8
Faith Chesire, Margaret Kaseje, Marlyn Ochieng, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 275-284
Open Access | Times Cited: 8
Key concepts for informed health choices: Where’s the evidence?
Andrew D Oxman, Iain Chalmers, Astrid Austvoll‐Dahlgren
F1000Research (2023) Vol. 11, pp. 890-890
Open Access | Times Cited: 8
Andrew D Oxman, Iain Chalmers, Astrid Austvoll‐Dahlgren
F1000Research (2023) Vol. 11, pp. 890-890
Open Access | Times Cited: 8
Developing CAMELOT for assessing methodological limitations of qualitative research for inclusion in qualitative evidence syntheses
Heather Menzies Munthe‐Kaas, Andrew Booth, Isolde Sommer, et al.
Cochrane Evidence Synthesis and Methods (2024) Vol. 2, Iss. 6
Open Access | Times Cited: 2
Heather Menzies Munthe‐Kaas, Andrew Booth, Isolde Sommer, et al.
Cochrane Evidence Synthesis and Methods (2024) Vol. 2, Iss. 6
Open Access | Times Cited: 2
Effects of the Informed Health Choices secondary school intervention: A prospective meta‐analysis
Faith Chesire, Michael Mugisha, Ronald Ssenyonga, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 321-331
Open Access | Times Cited: 6
Faith Chesire, Michael Mugisha, Ronald Ssenyonga, et al.
Journal of Evidence-Based Medicine (2023) Vol. 16, Iss. 3, pp. 321-331
Open Access | Times Cited: 6
The effects of teaching strategies on learning to think critically in primary and secondary schools: an overview of systematic reviews
Andrew D Oxman, Allen Nsangi, Laura Martínez García, et al.
F1000Research (2024) Vol. 13, pp. 1426-1426
Open Access | Times Cited: 1
Andrew D Oxman, Allen Nsangi, Laura Martínez García, et al.
F1000Research (2024) Vol. 13, pp. 1426-1426
Open Access | Times Cited: 1
Examining Critical Thinking Skills in Game-Based Learning: A Behavioral Analysis Approach
Tsung-Yen Chuang, Yu-Hsuan Lu, Shang-Rong Tsai, et al.
(2024) Vol. 83, pp. 148-151
Closed Access | Times Cited: 1
Tsung-Yen Chuang, Yu-Hsuan Lu, Shang-Rong Tsai, et al.
(2024) Vol. 83, pp. 148-151
Closed Access | Times Cited: 1
Didactic Infrastructure Management and Curriculum Implementation in Public Universities in Northern Uganda
Emmanuel Acidri Bileti, Stephen Ndawula, Harriet Kebirungi, et al.
East African Journal of Education Studies (2024) Vol. 7, Iss. 2, pp. 419-438
Open Access
Emmanuel Acidri Bileti, Stephen Ndawula, Harriet Kebirungi, et al.
East African Journal of Education Studies (2024) Vol. 7, Iss. 2, pp. 419-438
Open Access
Effects of the Informed Health Choices secondary school intervention after one year: a prospective meta-analysis using individual participant data
Faith Chesire, Michael Mugisha, Ronald Ssenyonga, et al.
Research Square (Research Square) (2024)
Closed Access
Faith Chesire, Michael Mugisha, Ronald Ssenyonga, et al.
Research Square (Research Square) (2024)
Closed Access
Development of a framework of potential adverse effects of interventions to improve critical thinking about health choices: A mixed methods study.
Matt Oxman, Faith Chesire, Michael Mugisha, et al.
F1000Research (2024) Vol. 13, pp. 1303-1303
Open Access
Matt Oxman, Faith Chesire, Michael Mugisha, et al.
F1000Research (2024) Vol. 13, pp. 1303-1303
Open Access
