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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:

The “problem” learner: Whose problem is it? AMEE Guide No. 76
Yvonne Steinert
Medical Teacher (2013) Vol. 35, Iss. 4, pp. e1035-e1045
Closed Access | Times Cited: 90

Showing 1-25 of 90 citing articles:

Guidelines: The dos, don’ts and don’t knows of remediation in medical education
Calvin L. Chou, Adina Kalet, Manuel João Costa, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 6, pp. 322-338
Open Access | Times Cited: 106
Descriptors for unprofessional behaviours of medical students: a systematic review and categorisation
Marianne Mak–van der Vossen, Walther van Mook, Stéphanie van der Burgt, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 81
Situating Remediation
Rachel Ellaway, Calvin L. Chou, Adina Kalet
Academic Medicine (2017) Vol. 93, Iss. 3, pp. 391-398
Open Access | Times Cited: 76
Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis
Marie‐Claude Audétat, Suzanne Laurin, Valérie Dory, et al.
Medical Teacher (2017) Vol. 39, Iss. 8, pp. 792-796
Open Access | Times Cited: 68
Setting Conditions for Productive Debriefing
Guillaume Der Sahakian, Guillaume Alinier, Georges L. Savoldelli, et al.
Simulation & Gaming (2015) Vol. 46, Iss. 2, pp. 197-208
Open Access | Times Cited: 63
Diagnosis and management of clinical reasoning difficulties: Part II. Clinical reasoning difficulties: Management and remediation strategies
Marie‐Claude Audétat, Suzanne Laurin, Valérie Dory, et al.
Medical Teacher (2017) Vol. 39, Iss. 8, pp. 797-801
Open Access | Times Cited: 41
Factors related to academic failure in preclinical medical education: A systematic review.
Soleiman Ahmady, Nasrin Khajeali, Farshad Sharifi, et al.
DOAJ (DOAJ: Directory of Open Access Journals) (2019) Vol. 7, Iss. 2, pp. 74-85
Closed Access | Times Cited: 40
Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis
Nasrin Khajeali, Soleiman Ahmady, Masomeh Kalantarion, et al.
Journal of Education and Health Promotion (2021) Vol. 10, Iss. 1, pp. 32-32
Open Access | Times Cited: 27
GP supervisors’ experience in supporting self-regulated learning: a balancing act
Margaretha H. Sagasser, Anneke Kramer, Chris van Weel, et al.
Advances in Health Sciences Education (2014) Vol. 20, Iss. 3, pp. 727-744
Closed Access | Times Cited: 38
Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature
Élisabeth Boileau, Christina St‐Onge, Marie‐Claude Audétat
Advances in Medical Education and Practice (2017) Vol. Volume 8, pp. 89-97
Open Access | Times Cited: 38
Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56
Miriam Lacasse, Marie‐Claude Audétat, Élisabeth Boileau, et al.
Medical Teacher (2019) Vol. 41, Iss. 9, pp. 981-1001
Open Access | Times Cited: 33
From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education
Brent Thoma, Rachel Ellaway, Teresa M. Chan
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S89-S95
Open Access | Times Cited: 25
Unravelling epistemic injustice in medical education: The case of the underperforming learner
Victoria Luong, Rola Ajjawi, Sarah Burm, et al.
Medical Education (2024)
Open Access | Times Cited: 3
Association of a Competency-Based Assessment System With Identification of and Support for Medical Residents in Difficulty
Shelley Ross, Natalia M. Binczyk, Deena M. Hamza, et al.
JAMA Network Open (2018) Vol. 1, Iss. 7, pp. e184581-e184581
Open Access | Times Cited: 29
Struggling with strugglers: using data from selection tools for early identification of medical students at risk of failure
James Li, Rachel Thompson, Boaz Shulruf
BMC Medical Education (2019) Vol. 19, Iss. 1
Open Access | Times Cited: 26
Mind the Gap: The Prospects of Missing Data
Meghan McConnell, Jonathan Sherbino, Teresa M. Chan
Journal of Graduate Medical Education (2016) Vol. 8, Iss. 5, pp. 708-712
Open Access | Times Cited: 22
Training for staff who support students
Eleanor Flynn, Robyn Woodward‐Kron, Wendy Hu
The Clinical Teacher (2015) Vol. 13, Iss. 1, pp. 63-68
Closed Access | Times Cited: 19
Simulation-based Remediation in Emergency Medicine Residency Training: A Consensus Study
Nur‐Ain Nadir, Danielle Hart, Michael Cassara, et al.
Western Journal of Emergency Medicine (2018) Vol. 20, Iss. 1, pp. 145-156
Open Access | Times Cited: 18
Constructive ways to prevent, identify, and remediate deficiencies of “challenging trainees” in experiential education
Lindsay E. Davis, Monica L. Miller, Joshua N. Raub, et al.
American Journal of Health-System Pharmacy (2016) Vol. 73, Iss. 13, pp. 996-1009
Closed Access | Times Cited: 16
The threat of the dyscompetent resident: A plea to make the implicit more explicit!
Walther van Mook, Scheltus J. van Luijk, P. J. Zwietering, et al.
Advances in Health Sciences Education (2014) Vol. 20, Iss. 2, pp. 559-574
Closed Access | Times Cited: 15
Residents in difficulty: a mixed methods study on the prevalence, characteristics, and sociocultural challenges from the perspective of residency program directors
Mette Krogh Christensen, Lotte Dyhrberg O’Neill, Dorthe Hansen, et al.
BMC Medical Education (2016) Vol. 16, Iss. 1
Open Access | Times Cited: 13
Lessons from the implementation of developmental progress assessment: A scoping review
Christina St‐Onge, Élise Vachon Lachiver, Serge Langevin, et al.
Medical Education (2020) Vol. 54, Iss. 10, pp. 878-887
Closed Access | Times Cited: 13
Unheard Voices: A Qualitative Study of Resident Perspectives on Remediation
Sara Krzyzaniak, Bonnie Kaplan, Daniella Lucas, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 4, pp. 507-514
Open Access | Times Cited: 12
Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review update: BEME Guide No. 85
Julie Montreuil, Miriam Lacasse, Marie‐Claude Audétat, et al.
Medical Teacher (2024), pp. 1-19
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
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