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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:

R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency
Joan Sargeant, Karen Mann, Sarah Manos, et al.
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 2, pp. 165-170
Open Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2018) Vol. 41, Iss. 6, pp. 625-631
Open Access | Times Cited: 154
The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?
Joan Sargeant, Jocelyn Lockyer, Karen Mann, et al.
Academic Medicine (2018) Vol. 93, Iss. 7, pp. 1055-1063
Open Access | Times Cited: 121
Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task
Elizabeth Molloy, Rola Ajjawi, Margaret Bearman, et al.
Medical Education (2019) Vol. 54, Iss. 1, pp. 33-39
Open Access | Times Cited: 97
Feedback Redefined: Principles and Practice
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Journal of General Internal Medicine (2019) Vol. 34, Iss. 5, pp. 744-749
Open Access | Times Cited: 78
Resident impression management within feedback conversations: A qualitative study
Brandon M. Huffman, Frederic W. Hafferty, Anjali Bhagra, et al.
Medical Education (2020) Vol. 55, Iss. 2, pp. 266-274
Closed Access | Times Cited: 47
You can have both: Coaching to promote clinical competency and professional identity formation
Andrew S. Parsons, Rachel H. Kon, Margaret Plews-Ogan, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 57-63
Open Access | Times Cited: 46
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1073-1081
Open Access | Times Cited: 43
Autonomy and developing physicians: Reimagining supervision using self‐determination theory
Adam P. Sawatsky, Bridget C. O’Brien, Frederic W. Hafferty
Medical Education (2021) Vol. 56, Iss. 1, pp. 56-63
Closed Access | Times Cited: 36
Meaningful feedback through a sociocultural lens
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2019) Vol. 41, Iss. 12, pp. 1342-1352
Open Access | Times Cited: 41
In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context
Jocelyn Lockyer, Heather Armson, Karen D. Könings, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 1, pp. 27-35
Open Access | Times Cited: 36
Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review
Jessica Weallans, Caroline Roberts, Sarah Hamilton, et al.
Postgraduate Medical Journal (2021) Vol. 98, Iss. 1156, pp. 138-149
Closed Access | Times Cited: 28
“I never should have been a doctor”: a qualitative study of imposter phenomenon among internal medicine residents
Alaina Chodoff, Lynae Conyers, Scott M. Wright, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 11
Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations
Subha Ramani, Heather Armson, Tessa Hanmore, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
Facilitating Residents’ Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching
Stefanie S. Sebok‐Syer, Jennifer M. Shaw, Robert Sedran, et al.
Academic Medicine (2022) Vol. 97, Iss. 11S, pp. S22-S28
Open Access | Times Cited: 16
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66
Muirne Spooner, Catherine Duane, Jane Uygur, et al.
Medical Teacher (2021) Vol. 44, Iss. 1, pp. 3-18
Closed Access | Times Cited: 20
Changing the Assessment Paradigm: Promoting a Growth Mindset Across the Medical Education Continuum
Aditi Puri, Milad Memari, Elisa M. Sottile, et al.
The American Journal of Medicine (2022) Vol. 136, Iss. 2, pp. 207-212
Closed Access | Times Cited: 15
Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme
Laura Farrell, Cary Cuncic, Wendy Hartford, et al.
Medical Education (2022) Vol. 57, Iss. 3, pp. 265-271
Closed Access | Times Cited: 14
Faculty feedback that begins with resident self-assessment: motivation is the key to success
Alex Moroz, Margaret Horlick, Neil V. Mandalaywala, et al.
Medical Education (2017) Vol. 52, Iss. 3, pp. 314-323
Open Access | Times Cited: 27
The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions
Robert Bing‐You, Subha Ramani, Saradha Ramesh, et al.
Medical Education Online (2019) Vol. 24, Iss. 1, pp. 1611296-1611296
Open Access | Times Cited: 25
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training
Leora Branfield Day, Deborah L. Butler, Ayelet Kuper, et al.
Medical Education (2024)
Open Access | Times Cited: 2
How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents' Perspectives
Alyssa L. Bogetz, Nicola Orlov, Rebecca Blankenburg, et al.
Journal of Graduate Medical Education (2018) Vol. 10, Iss. 2, pp. 176-184
Open Access | Times Cited: 23
Medical students' experiences and needs from written reflective journal feedback
Lior Rozental, Dafna Meitar, Orit Karnieli‐Miller
Medical Education (2020) Vol. 55, Iss. 4, pp. 505-517
Closed Access | Times Cited: 18
Clinical Improvement Interventions for Residents and Practicing Physicians: A Scoping Review of Coaching and Mentoring for Practice Improvement
Casey MacKenzie, Teresa M. Chan, Shawn Mondoux
AEM Education and Training (2019) Vol. 3, Iss. 4, pp. 353-364
Open Access | Times Cited: 19
Preceptoring, proctoring, mentoring, and coaching in surgery
Ajit K. Sachdeva
Journal of Surgical Oncology (2021) Vol. 124, Iss. 5, pp. 711-721
Closed Access | Times Cited: 15
Examining Associations Between Physician Data Utilization for Practice Improvement and Lifelong Learning
Sanjeev Sockalingam, Walter Tavares, Rebecca Charow, et al.
Journal of Continuing Education in the Health Professions (2019) Vol. 39, Iss. 4, pp. 236-242
Closed Access | Times Cited: 16
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