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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:

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

Showing 22 citing articles:

Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future
Teresa M. Chan, Stefanie S. Sebok‐Syer, Brent Thoma, et al.
AEM Education and Training (2018) Vol. 2, Iss. 2, pp. 178-187
Open Access | Times Cited: 103
Situating Remediation
Rachel Ellaway, Calvin L. Chou, Adina Kalet
Academic Medicine (2017) Vol. 93, Iss. 3, pp. 391-398
Open Access | Times Cited: 76
Workplace‐based assessments in postgraduate medical education: A hermeneutic review
Shaun Prentice, Jill Benson, Emily Kirkpatrick, et al.
Medical Education (2020) Vol. 54, Iss. 11, pp. 981-992
Closed Access | Times Cited: 44
The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance
Teresa M. Chan, Stefanie S. Sebok‐Syer, Christopher Sampson, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 3, pp. 319-329
Closed Access | Times Cited: 39
Attending Emergency Physicians’ Perceptions of a Programmatic Workplace-Based Assessment System: The McMaster Modular Assessment Program (McMAP)
Anita Acai, Shelly‐Anne Li, Jonathan Sherbino, et al.
Teaching and Learning in Medicine (2019) Vol. 31, Iss. 4, pp. 434-444
Open Access | Times Cited: 36
Nuance and Noise: Lessons Learned From Longitudinal Aggregated Assessment Data
Teresa M. Chan, Jonathan Sherbino, Mathew Mercuri
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 6, pp. 724-729
Open Access | Times Cited: 35
Faculty development in the age of competency-based medical education: A needs assessment of Canadian emergency medicine faculty and senior trainees
Alexandra Stefan, Justin N. Hall, Jonathan Sherbino, et al.
Canadian Journal of Emergency Medicine (2019) Vol. 21, Iss. 4, pp. 527-534
Closed Access | Times Cited: 26
Ten caveats of learning analytics in health professions education: A consumer’s perspective
Olle ten Cate, Suzan Dahdal, Thomas Lambert, et al.
Medical Teacher (2020) Vol. 42, Iss. 6, pp. 673-678
Open Access | Times Cited: 23
Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature
Michael Gottlieb, Jaime Jordan, Jeffrey Siegelman, et al.
AEM Education and Training (2020) Vol. 5, Iss. 3
Open Access | Times Cited: 16
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees
Teresa M. Chan, Anna Oswald, Karen E. Hauer, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 765-773
Closed Access | Times Cited: 13
Making assessment a team sport: a qualitative study of facilitated group feedback in internal medicine residency
Heather Braund, Nancy Dalgarno, Rachel O'Dell, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Implementation of Competency-Based Medical Education in a Canadian Medical Oncology Training Program: a First Year Retrospective Review
Anna Tomiak, Geordie Linford, M. McDonald, et al.
Journal of Cancer Education (2020) Vol. 37, Iss. 3, pp. 852-856
Closed Access | Times Cited: 12
Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature
Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, et al.
AEM Education and Training (2020) Vol. 5, Iss. 3
Open Access | Times Cited: 9
Education scholarship in Canadian emergency medicine: The past, present, and future
Rob Woods, Teresa M. Chan, Brent Thoma, et al.
Canadian Journal of Emergency Medicine (2018) Vol. 20, Iss. 2, pp. 164-166
Open Access | Times Cited: 8
Seeing potential opportunities for teaching (SPOT): Evaluating a bundle of interventions to augment entrustable professional activity acquisition
Spencer Sample, Hussein Al Rimawi, Beatrix Bérczi, et al.
AEM Education and Training (2021) Vol. 5, Iss. 4
Open Access | Times Cited: 5
Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education
Yusuf Yılmaz, Ming‐Ka Chan, Denyse Richardson, et al.
Medical Teacher (2022) Vol. 45, Iss. 4, pp. 395-403
Open Access | Times Cited: 3
Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature
Michael Gottlieb, Jaime Jordan, Jeffrey Siegelman, et al.
(2024)
Open Access
Workplace-based Assessment Data in Emergency Medicine: A Scoping Review of the Literature
Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, et al.
(2024)
Open Access
Workplace-based Assessment Data in Emergency Medicine: A Scoping Review of the Literature
Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, et al.
(2024)
Open Access
Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature
Michael Gottlieb, Jaime Jordan, Jeffrey Siegelman, et al.
(2024)
Closed Access
Resident Practice Audit in Gastroenterology (RPAGE): an innovative approach to trainee evaluation and professional development in medicine
Sandra Monteiro, Ted Xenodemetropoulos
Canadian Medical Education Journal (2019) Vol. 10, Iss. 3, pp. e72-77
Open Access | Times Cited: 3
The ePortfolio in UK cardiology training: time for a new digital platform?
Ahmed Elamin, Mohammed Obeidat, Gershan Davis
British Journal of Cardiology (2021)
Open Access
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