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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:

Active learning methodology, associated to formative assessment, improved cardiac physiology knowledge and decreased pre-test stress and anxiety
Laís Tono Cardozo, Patrícia Oliveira de Lima, Maeline Santos Morais Carvalho, et al.
Frontiers in Physiology (2023) Vol. 14
Open Access | Times Cited: 11

Showing 11 citing articles:

Theoretical underpinnings and future research on academic stress in biological and educational perspectives
Wasis Wuyung Wisnu Brata, Hendra Susanto, Siti Zubaidah
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Implementing Formative Assessment in Human Anatomy Practical Sessions: Medical Students’ Perception and Effect on Final Exam Performance
Hani Atwa, Bhagath Kumar Potu, Raouf Fadel, et al.
Advances in Medical Education and Practice (2024) Vol. Volume 15, pp. 551-563
Open Access | Times Cited: 2
Methods and outcomes of teaching functional anatomy of the musculoskeletal system: A scoping review
Dimitrios Chytas, Maria Piagkou, George Tsakotos, et al.
Morphologie (2023) Vol. 108, Iss. 360, pp. 100729-100729
Closed Access | Times Cited: 3
Percepção discente sobre o uso de metodologias ativas no ensino de fisiologia renal
Bárbara Fortunato Prohmann
(2024)
Open Access
What is the association between schoolwork-related anxiety and science literacy proficiency? A comparison between Southeast Asia and Northwest Europe
Lawrence Grabau, Benoît Galand, Dominique Lafontaine, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Development and evaluation of the active learning game “Who Am I?—Cellular Signal Transduction Edition”: the positive impact on undergraduate education
Kênia Marice de Oliveira, Ana Clara de G. Fernandes, Gabriela Moreira Soares, et al.
AJP Advances in Physiology Education (2024) Vol. 48, Iss. 4, pp. 690-697
Open Access
Translating Neuroscience Research to Practice Through Grassroots Professional Learning Communities
Scott Justus, Kristin Simmers, Kathleen M. Arnold, et al.
Trends in Neuroscience and Education (2024) Vol. 37, pp. 100243-100243
Closed Access
Classroom Constructivism Inventory: Informing Teaching Practices
William Ellery Samuels
Journal of Curriculum and Teaching (2024) Vol. 13, Iss. 5, pp. 405-405
Open Access
Exploring perceptions of alternative assessment and grading in graduate anatomy education
E Dietrich, Sean C. McWatt
Anatomical Sciences Education (2024)
Open Access
Reply to Surapaneni: Why are educational games useful in health professional education?
Fernanda Klein Marcondes, Maria Antônia Ramos de Azevedo, Luís Henrique Montrezor
AJP Advances in Physiology Education (2023) Vol. 47, Iss. 4, pp. 821-822
Open Access | Times Cited: 1
Implementing Formative Assessment in Human Anatomy Practical Sessions: Medical Students’ Perception and Effect on Final Exam Performance
Hani Atwa, Bhagath Kumar Potu, Raouf Fadel, et al.
Research Square (Research Square) (2023)
Open Access | Times Cited: 1
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