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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:

Providing quality feedback to general internal medicine residents in a competency-based assessment environment
Laura Marcotte, Rylan Egan, Eleftherios Soleas, et al.
Canadian Medical Education Journal (2019) Vol. 10, Iss. 4, pp. e32-e47
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Capturing outcomes of competency-based medical education: The call and the challenge
Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 794-800
Closed Access | Times Cited: 48
Exploring the Quality of Feedback in Entrustable Professional Activity Narratives Across 24 Residency Training Programs
Elizabeth Clement, Anna Oswald, Soumyaditya Ghosh, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 1, pp. 23-29
Open Access | Times Cited: 6
Best Practices in Formative Feedback in Resident Evaluations: A Narrative Review
Amy VanderStoep, Kereen Constant, Stephen M. Kavic
Journal of surgical education (2025) Vol. 82, Iss. 3, pp. 103417-103417
Closed Access
Validity Evidence for a Feedback Tool for an Interprofessional Standardized Patient Experience: A Qualitative Pilot Study with Evaluation of Content, Response Processes, Consequences of Testing, and Feedback Quality
Lauren East, Alison Stevens, Heather Hageman, et al.
Journal of Interprofessional Education & Practice (2025), pp. 100749-100749
Closed Access
Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation
Erica Ai Li, Claire A. Wilson, Jacob Davidson, et al.
Advances in Medical Education and Practice (2023) Vol. Volume 14, pp. 381-389
Open Access | Times Cited: 12
Review of Challenges to the Implementation of Competence by Design in Post-Graduate Medical Education: What Can Diagnostic Radiology Learn from the Experience of Other Specialty Disciplines?
H. Brian Bentley, Kathryn E. Darras, Bruce B. Forster, et al.
Academic Radiology (2022) Vol. 29, Iss. 12, pp. 1887-1896
Closed Access | Times Cited: 17
Use the right words: evaluating the effect of word choice and word count on quality of narrative feedback in ophthalmology competency-based medical education assessments
Rachel Curtis, Christine C. Moon, Tessa Hanmore, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 3
The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs
David Y. Mak, Janet Papadakos, Joanne Alfieri, et al.
Advances in Radiation Oncology (2024) Vol. 9, Iss. 5, pp. 101462-101462
Open Access | Times Cited: 2
Through the Looking Glass: Comparing Hospitalists' and Internal Medicine Residents' Perceptions of Feedback
A. Vincent Raikhel, Helene Starks, Gabrielle Berger, et al.
Cureus (2024)
Open Access | Times Cited: 2
Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program
Matthew Kelleher, Benjamin Kinnear, Dana Sall, et al.
Perspectives on Medical Education (2021) Vol. 10, Iss. 6, pp. 334-340
Open Access | Times Cited: 17
Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators
Molk Chakroun, Vincent Dion, Kathleen Ouellet, et al.
Academic Medicine (2022) Vol. 97, Iss. 11, pp. 1699-1706
Open Access | Times Cited: 10
Implementation of competence by design in Canadian neurosurgery residency programs*
Magalie Cadieux, Michael G. Healy, Emil Petrusa, et al.
Medical Teacher (2021) Vol. 44, Iss. 4, pp. 380-387
Open Access | Times Cited: 13
Exploring resident perceptions of initial competency based medical education implementation
Shivani Upadhyaya, Marghalara Rashid, Andrea Davila Cervantes, et al.
Canadian Medical Education Journal (2021)
Open Access | Times Cited: 13
A qualitative study of Canadian resident experiences with Competency-Based Medical Education
Leora Branfield Day, Terry Colbourne, Alex Ng, et al.
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 9
What does “Timely” Mean to Residents? Challenging Feedback Assumptions in Postgraduate Education
Alyssa Lip, Christopher Watling, Shiphra Ginsburg
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 5
‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments
Leora Branfield Day, James Rassos, Maxime J. Billick, et al.
Medical Teacher (2022) Vol. 44, Iss. 12, pp. 1368-1375
Closed Access | Times Cited: 8
Feedback in an Entrustment-Based Objective Structured Clinical Examination: Analysis of Content and Scoring Methods
Isabelle Nguyen-Tri, Dave Tremblay-Laroche, Félix Lavigne, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 3, pp. 286-295
Open Access | Times Cited: 1
The McMaster Narrative Comment Rating Tool: Development and Initial Validity Evidence
Andrew McGuire, Anita Acai, Ranil Sonnadara
Teaching and Learning in Medicine (2023), pp. 1-13
Closed Access | Times Cited: 4
Is time really of the essence? Timeliness of narrative feedback in ophthalmology CBME assessments
Tessa Hanmore, Christine C. Moon, Rachel Curtis, et al.
Medical Teacher (2023) Vol. 46, Iss. 5, pp. 705-710
Closed Access | Times Cited: 3
Do Resident Archetypes Influence the Functioning of Programs of Assessment?
Jessica Rich, Warren J. Cheung, Lara Cooke, et al.
Education Sciences (2022) Vol. 12, Iss. 5, pp. 293-293
Open Access | Times Cited: 4
Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing
Sofie Van Ostaeyen, Loic De Langhe, Orphée De Clercq, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Going virtual advances justice in expected and unexpected ways
Eleftherios Soleas, Nicole Relke, Rosephine Del Fernandes, et al.
Canadian Medical Education Journal (2022)
Open Access | Times Cited: 3
Comparing the Ottawa Emergency Department Shift Observation Tool (O-EDShOT) to the traditional daily encounter card: measuring the quality of documented assessments
Kaitlin Endres, Nancy Dudek, Meghan McConnell, et al.
Canadian Journal of Emergency Medicine (2021) Vol. 23, Iss. 3, pp. 383-389
Open Access | Times Cited: 4
Was it all worth it? A graduating resident perspective on CBME
Portia Kalun, Heather Braund, Andrew McGuire, et al.
Medical Teacher (2024), pp. 1-9
Closed Access
Sociocultural factors influencing ‘assessments for learning’ at the clinical workplace – A scoping review
Qamar Riaz, Dominique G. J. Waterval, Carolin Sehlbach, et al.
Research Square (Research Square) (2024)
Open Access
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