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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:

Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model
Joan Sargeant, Heather Armson, Erik W. Driessen, et al.
MedEdPORTAL (2016)
Open Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency
Joan Sargeant, Karen Mann, Sarah Manos, et al.
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 2, pp. 165-170
Open Access | Times Cited: 76
Using Electronic Health Record Data to Assess Residents’ Clinical Performance in the Workplace: The Good, the Bad, and the Unthinkable
Stefanie S. Sebok‐Syer, Mark Goldszmidt, Christopher Watling, et al.
Academic Medicine (2019) Vol. 94, Iss. 6, pp. 853-860
Open Access | Times Cited: 46
Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement
Mary Ellen J. Goldhamer, Maria Martinez‐Lage, W. Stephen Black‐Schaffer, et al.
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2280-2290
Open Access | Times Cited: 23
Facilitating Residents’ Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching
Stefanie S. Sebok‐Syer, Jennifer M. Shaw, Robert Sedran, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S22-S28
Open Access | Times Cited: 16
Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education
Sandika Baboolal, Veena S. Singaram
Journal of surgical education (2024) Vol. 81, Iss. 5, pp. 722-740
Open Access | Times Cited: 3
Ready, willing and able: a model to explain successful use of feedback
Alexandria Garino
Advances in Health Sciences Education (2019) Vol. 25, Iss. 2, pp. 337-361
Closed Access | Times Cited: 25
CBME in graduate medical education: Perspectives from learners, faculty, and program leaders
Alexandria Card, Gabriel Daniels, Paul Bluth, et al.
Current problems in pediatric and adolescent health care (2024) Vol. 54, Iss. 10, pp. 101677-101677
Closed Access | Times Cited: 1
Training in Neurology: Objective Structured Clinical Examination Case to Teach and Model Feedback Skills in Neurology Residency
Joshua J. LaRocque, Scott N. Grossman, Arielle Kurzweil, et al.
Neurology (2022) Vol. 98, Iss. 16, pp. 684-689
Open Access | Times Cited: 6
Feedback conversations: First things first?
Katharine Robb, Marcy Rosenbaum, Lauren Peters, et al.
Patient Education and Counseling (2023) Vol. 115, pp. 107849-107849
Closed Access | Times Cited: 3
Measuring peer feedback in face-to-face and online public-speaking workshops
Kristine M. Nicolini, Andrew Cole
Communication Teacher (2017) Vol. 33, Iss. 1, pp. 80-93
Closed Access | Times Cited: 9
<p>Receiving Real-Time Clinical Feedback: A Workshop and OSTE Assessment for Medical Students</p>
Andrew Matthews, Matthew Hall, José Manuel Aguilar Parra, et al.
Advances in Medical Education and Practice (2020) Vol. Volume 11, pp. 861-867
Open Access | Times Cited: 8
Feedback on feedback: A two-way street between residents and preceptors
Jane Griffiths, Karen Schultz, Han Han, et al.
Canadian Medical Education Journal (2021)
Open Access | Times Cited: 8
Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
Alex Moroz, Anna King, Baruch Kim, et al.
MedEdPORTAL (2019)
Open Access | Times Cited: 8
Proactive Coaching in General Surgery Internship: Incorporating Well-being Practices into Resident Professional Life
Nida S. Awadallah, Teresa S. Jones, Nicole Christian, et al.
Journal of surgical education (2022) Vol. 80, Iss. 2, pp. 177-184
Closed Access | Times Cited: 5
Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans
Jocelyn Lockyer, Heather Armson, Karen D. Könings, et al.
Springer eBooks (2019), pp. 189-204
Closed Access | Times Cited: 4
What/Why/When/Where/How Framework and Faculty Development Workshop to Improve the Utility of Narrative Evaluations for Assessing Internal Medicine Residents
Dheepa R Sekar, Kristen Ann Ehrenberger, Allie Dakroub, et al.
MedEdPORTAL (2024)
Open Access
Starting with the end in mind: Transformative curriculum development in Competency-based medical education (CBME)
Sarah Gustafson, Sue E. Poynter, Teri L. Turner, et al.
Current problems in pediatric and adolescent health care (2024) Vol. 54, Iss. 10, pp. 101678-101678
Closed Access
Coachability: A Longitudinal Curriculum to Promote Medical Students’ Growth Mindset, Feedback Utilization, and Resilience
Gabriella Tison-Brandon, Mary Dickerson, Laryn Sapetti, et al.
MedEdPORTAL (2024)
Open Access
Structured Debriefing to Assess Performance of Entrustable Professional Activities
M. Douglas Jones, Gretchen Guiton, Christian C. Yost, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 5, pp. 607-610
Closed Access
“What Do You Want to Learn or Work on Today?”: Benefits and Barriers to Asking Residents for Self‐identified Learning Goals
Pamela Fazzio, Emily Hardy, Meghan Chamberlain, et al.
AEM Education and Training (2020) Vol. 5, Iss. 3
Open Access | Times Cited: 3
What do you think of when you hear the word ‘feedback’? A reflective thematic analysis study of interviews
Reem Alansari, Pei‐Wen Lim, Subha Ramani, et al.
The Clinical Teacher (2023) Vol. 21, Iss. 3
Closed Access | Times Cited: 1
Feedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-based Microlearning Course
Amir H. Safavi, Janet Papadakos, Tina Papadakos, et al.
Journal of Cancer Education (2021) Vol. 37, Iss. 6, pp. 1790-1797
Closed Access | Times Cited: 3
Defining Supervision Preferences and Roles Within a New Subspecialty: Pediatric Hospital Medicine
Kimberly O’Hara, Ashlie Tseng, Stephanie Moss, et al.
Academic Pediatrics (2022) Vol. 22, Iss. 5, pp. 858-866
Closed Access | Times Cited: 2
‘More than just numbers on a page?’ A qualitative exploration of the use of data collection and feedback in youth mental health services
Craig Hamilton, Kate Filia, Sian Lloyd, et al.
PLoS ONE (2022) Vol. 17, Iss. 7, pp. e0271023-e0271023
Open Access | Times Cited: 1
Implementation of structured feedback in a psychiatry residency program in Canada: a qualitative analysis study
Anupam Thakur, Shaheen Darani, Csilla Kalocsai, et al.
Frontiers in Psychiatry (2023) Vol. 14
Open Access
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