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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 use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?
Sylvia Heeneman, Erik W. Driessen
DOAJ (DOAJ: Directory of Open Access Journals) (2017) Vol. 34, Iss. 5, pp. Doc57-Doc57
Open Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

Developing reflection analytics for health professions education: A multi-dimensional framework to align critical concepts with data features
Yi Cui, Alyssa Friend Wise, Kenneth Allen
Computers in Human Behavior (2019) Vol. 100, pp. 305-324
Closed Access | Times Cited: 31
Portfolio use in postgraduate medical education: a systematic scoping review
Annabelle Jia Sing Lim, Daniel Zhihao Hong, Anushka Pisupati, et al.
Postgraduate Medical Journal (2023) Vol. 99, Iss. 1174, pp. 913-927
Open Access | Times Cited: 9
How to use polarity thinking TM to manage tensions between accountability and learner agency when using a multipurpose portfolio?
Rozemarijn van der Gulden, Bart Thoonen, Sylvia Heeneman, et al.
Education for Primary Care (2024) Vol. 35, Iss. 3-4, pp. 71-80
Open Access | Times Cited: 2
How is self-regulated learning documented in e-portfolios of trainees? A content analysis
Rozemarijn van der Gulden, Sylvia Heeneman, Anneke Kramer, et al.
BMC Medical Education (2020) Vol. 20, Iss. 1
Open Access | Times Cited: 19
Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence
Nadia Greviana, Rita Mustika, Diantha Soemantri
European Journal Of Dental Education (2020) Vol. 24, Iss. 2, pp. 320-327
Closed Access | Times Cited: 17
Impact of the coronavirus disease 2019 pandemic on postgraduate medical education in a Singaporean academic medical institution
Ching‐Hui Sia, Benjamin Yong‐Qiang Tan, Shirley Beng Suat Ooi
Korean journal of medical education (2020) Vol. 32, Iss. 2, pp. 97-100
Open Access | Times Cited: 16
2019 EULAR points to consider for the assessment of competences in rheumatology specialty training
Francisca Sivera, Alessia Alunno, Aurélie Najm, et al.
Annals of the Rheumatic Diseases (2020) Vol. 80, Iss. 1, pp. 65-70
Open Access | Times Cited: 16
Everybody is able to reflect, or aren't they? Evaluating the development of medical professionalism via a longitudinal portfolio mentoring program from a student perspective.
Sylvia Schrempf, Lene Herrigel, Justus Pohlmann, et al.
DOAJ (DOAJ: Directory of Open Access Journals) (2022) Vol. 39, Iss. 1, pp. Doc12-Doc12
Closed Access | Times Cited: 9
How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study
Rozemarijn van der Gulden, Angelique Timmerman, Margaretha H. Sagasser, et al.
BMJ Open (2023) Vol. 13, Iss. 2, pp. e066879-e066879
Open Access | Times Cited: 5
Exploring residents and supervisors’ workplace learning needs during postgraduate medical education
Marieke Robbrecht, Myriam Van Winckel, Koen Norga, et al.
International Journal of Medical Education (2023) Vol. 14, pp. 65-74
Open Access | Times Cited: 5
PERFLECT: Design and Evaluation of an Electronic Development Portfolio Aimed at Supporting Self-Directed Learning
Jorrick Beckers, Diana Dolmans, Jeroen J. G. van Merriënboer
TechTrends (2018) Vol. 63, Iss. 4, pp. 420-427
Open Access | Times Cited: 11
Development and validation of a portfolio assessment system for medical schools in Korea
Dong-Mi Yoo, A-Ra Cho, Sun Kim
Journal of Educational Evaluation for Health Professions (2020) Vol. 17, pp. 39-39
Open Access | Times Cited: 10
‘I did not check if the teacher gave feedback’: a qualitative analysis of Taiwanese postgraduate year 1 trainees’ talk around e-portfolio feedback-seeking behaviours
Ren-Huei Fu, Yu-Hsueh Cho, Francesca Quattri, et al.
BMJ Open (2019) Vol. 9, Iss. 1, pp. e024425-e024425
Open Access | Times Cited: 10
Análisis de la aceptación y validez de los métodos utilizados para la implementación de un programa de formación basado en competencias en un servicio de Medicina Intensiva de un hospital universitario de referencia
Álvaro Castellanos-Ortega, María Jesús Broch Porcar, Mariano Sánchez Barrios, et al.
Medicina Intensiva (2020) Vol. 45, Iss. 7, pp. 411-420
Closed Access | Times Cited: 8
New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback
Sang‐Shin Lee, Haeyoung Lee, Hyunyong Hwang
Kosin Medical Journal (2022) Vol. 37, Iss. 1, pp. 75-82
Open Access | Times Cited: 5
Acceptance and validity of the methods used to implement a competency based medical education programme in an Intensive Care Department of a teaching referral center
Álvaro Castellanos-Ortega, María Jesús Broch Porcar, Mariano Sánchez Barrios, et al.
Medicina Intensiva (English Edition) (2020) Vol. 45, Iss. 7, pp. 411-420
Closed Access | Times Cited: 5
Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study
Asmaa Abdel Nasser, Asmaa Fady Sharif, Fatma Alzahraa Abdelsalam Elkhamisy, et al.
Cureus (2021)
Open Access | Times Cited: 5
Portfolios with Evidence of Reflective Practice Required by Regulatory Bodies: An Integrative Review
Marco Zaccagnini, Patricia A. Miller
Physiotherapy Canada (2021)
Open Access | Times Cited: 5
MedShr: improving patient care through clinical case discussion
Rachel A. Coles, Samantha J. Goh, Daniel Livingstone, et al.
Minerva Cardioangiologica (2020) Vol. 68, Iss. 3
Closed Access | Times Cited: 4
Weiterbildung unter der Lupe (Teil 2) – Wie bereiten sich Weiterbildungsassistenten auf Notfalloperationen vor?
Andreas Proske, Björn‐Christian Link, Frank J. P. Beeres, et al.
Der Chirurg (2020) Vol. 92, Iss. 1, pp. 62-69
Closed Access | Times Cited: 4
Evidence of learning in workplace-based assessments in a Family Medicine Training Programme
Neetha J. Erumeda, Ann George, Louis S. Jenkins
South African Family Practice (2024) Vol. 66, Iss. 1
Open Access
Portofolio as Self-Reflection as Assesment Tool in Clinical Education
Pritartha S. Anindita, Joulanda A.M Rawis, Herdy Munayang, et al.
Syntax Literate Jurnal Ilmiah Indonesia (2024) Vol. 9, Iss. 4, pp. 2870-2876
Open Access
Improving the quality of psychiatric residency training in Isfahan University of Medical Sciences by learning teams and changing curriculum implementation: An action research study
Afsaneh Karbasi Amel, Sepideh Jamshidian, Fariba Haghani
Journal of Education and Health Promotion (2024) Vol. 13, Iss. 1
Open Access
Students’ perspectives and expectations on the planning phase of elective postings in phase III of the MBBS program
Dhivya Manickam, Jeevithan Shanmugam, Sridhar MG, et al.
Research and Development in Medical Education (2024) Vol. 13, pp. 25-25
Open Access
Using theory-informed data science methods to trace the quality of dental student reflections over time
Yeonji Jung, Alyssa Friend Wise, Kenneth Allen
Advances in Health Sciences Education (2021) Vol. 27, Iss. 1, pp. 23-48
Closed Access | Times Cited: 4
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