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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.

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Showing 21 citing articles:

Generative artificial intelligence in healthcare: A scoping review on benefits, challenges and applications
Khadijeh Moulaei, Atiye Yadegari, Mahdi Baharestani, et al.
International Journal of Medical Informatics (2024) Vol. 188, pp. 105474-105474
Closed Access | Times Cited: 36
ChatGPT prompts for generating multiple-choice questions in medical education and evidence on their validity: a literature review
Yavuz Selim Kıyak, Emre Emekli
Postgraduate Medical Journal (2024)
Open Access | Times Cited: 27
Challenge, integration, and change: ChatGPT and future anatomical education
Lige Leng
Medical Education Online (2024) Vol. 29, Iss. 1
Open Access | Times Cited: 25
Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
Xiaojun Xu, Y.J. Chen, Jing Miao
Journal of Educational Evaluation for Health Professions (2024) Vol. 21, pp. 6-6
Open Access | Times Cited: 23
ChatGPT versus Bard: A comparative study
Imtiaz Ahmed, Mashrafi Kajol, Uzma Hasan, et al.
Engineering Reports (2024)
Open Access | Times Cited: 7
Comparative Performance Evaluation of Multimodal Large Language Models, Radiologist, and Anatomist in Visual Neuroanatomy Questions
Yasin Celal Güneş, Mehmet Ülkir
Uludağ Üniversitesi Tıp Fakültesi Dergisi (2025) Vol. 50, Iss. 3, pp. 551-556
Open Access
Can ChatGPT play a significant role in anatomy education? A scoping review
Dimitrios Chytas, George Noussios, P. Gianneios, et al.
Morphologie (2025) Vol. 109, Iss. 365, pp. 100949-100949
Closed Access
A Systematic Review and Comprehensive Analysis of Pioneering AI Chatbot Models from Education to Healthcare: ChatGPT, Bard, Llama, Ernie and Grok
Ketmanto Wangsa, Shakir Karim, Ergun Gide, et al.
Future Internet (2024) Vol. 16, Iss. 7, pp. 219-219
Open Access | Times Cited: 4
Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174
Dario Torre, Lambert Schuwirth
Medical Teacher (2024), pp. 1-16
Closed Access | Times Cited: 4
Facilitating students’ critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study
Gwo‐Jen Hwang, Pei-Yu Cheng, Ching‐Yi Chang
Nurse Education in Practice (2025) Vol. 83, pp. 104266-104266
Closed Access
Comparative analysis of ChatGPT and Gemini (Bard) in medical inquiry: a scoping review
Fattah H. Fattah, Abdulwahid M. Salih, Ameer M. Salih, et al.
Frontiers in Digital Health (2025) Vol. 7
Open Access
Cognitive Domain Assessment of Artificial Intelligence Chatbots: A Comparative Study Between ChatGPT and Gemini’s Understanding of Anatomy Education
Arthi Ganapathy, Parul Kaushal
Medical Science Educator (2025)
Closed Access
Performance of ChatGPT versus Google Bard on Answering Postgraduate-Level Surgical Examination Questions: A Meta-Analysis
A Andrew, Sarah Zhao
Indian Journal of Surgery (2025)
Closed Access
Evaluating the Performance of Large Language Models in Anatomy Education Advancing Anatomy Learning with ChatGPT-4o
Fatma Ok, Burak Karip, Fulya Temizsoy Korkmaz
European Journal of Therapeutics (2025) Vol. 31, Iss. 1, pp. 35-43
Open Access
Can ChatGPT Generate Acceptable Case‐Based Multiple‐Choice Questions for Medical School Anatomy Exams? A Pilot Study on Item Difficulty and Discrimination
Yavuz Selim Kıyak, Ayşe Soylu, Özlem Çoşkun, et al.
Clinical Anatomy (2025)
Closed Access
ChatGPT efficacy for answering musculoskeletal anatomy questions: a study evaluating quality and consistency between raters and timepoints
Nikolaos Mantzou, Vasileios Ediaroglou, Eleni E. Drakonaki, et al.
Surgical and Radiologic Anatomy (2024)
Closed Access | Times Cited: 3
Large Language Models in Education: A Systematic Review
Bingyu Dong, Jie Bai, Tao Xu, et al.
(2024), pp. 131-134
Closed Access | Times Cited: 2
Reliability and efficiency of ChatGPT 3.5 and 4.0 as a tool for scalenovertebral triangle anatomy education
Anjali Singal, Swati Goyal
Surgical and Radiologic Anatomy (2024) Vol. 47, Iss. 1
Closed Access | Times Cited: 2
ChatGPT and Other Large Language Models in Medical Education — Scoping Literature Review
Alexandra Aster, Matthias Carl Laupichler, Tamina Rockwell-Kollmann, et al.
Medical Science Educator (2024) Vol. 35, Iss. 1, pp. 555-567
Open Access | Times Cited: 1
Comparative assessment of three AI platforms in answering USMLE Step 1 anatomy questions or identifying anatomical structures on radiographs
Khulood Mohammed Al-Khater
Clinical Anatomy (2024)
Open Access
Use of ChatGPT as a Virtual Mentor on K-12 Students Learning Science in the Fourth Industrial Revolution
Rafael Castañeda, Andrea Martínez-Gómez-Aldaraví, Laura Mercadé, et al.
Knowledge (2024) Vol. 4, Iss. 4, pp. 582-614
Open Access
Dialogues with artificial intelligence: Exploring medical students’ perspectives on ChatGPT
Mehmet Başaran, Cevahir Duman
Medical Teacher (2024), pp. 1-10
Closed Access
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