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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:

Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era
Margaret Bearman, Rola Ajjawi
Advances in Health Sciences Education (2017) Vol. 23, Iss. 5, pp. 1037-1049
Closed Access | Times Cited: 22

Showing 22 citing articles:

Approaching culture in medical education: Three perspectives
Christopher Watling, Rola Ajjawi, Margaret Bearman
Medical Education (2019) Vol. 54, Iss. 4, pp. 289-295
Closed Access | Times Cited: 57
Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria
Margaret Bearman, Rola Ajjawi
Studies in Higher Education (2019) Vol. 46, Iss. 2, pp. 359-368
Open Access | Times Cited: 56
Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
Naomi Winstone, Rola Ajjawi, Kim Dirkx, et al.
Studies in Higher Education (2021) Vol. 47, Iss. 7, pp. 1524-1536
Open Access | Times Cited: 45
Actor-network theory and ethnography: Sociomaterial approaches to researching medical education
Anna MacLeod, Paula Cameron, Rola Ajjawi, et al.
Perspectives on Medical Education (2019) Vol. 8, Iss. 3, pp. 177-186
Open Access | Times Cited: 51
Thinking Sociomaterially: Why Matter Matters in Medical Education
Anna MacLeod, Rola Ajjawi
Academic Medicine (2019) Vol. 95, Iss. 6, pp. 851-855
Open Access | Times Cited: 35
Performing standards: a critical perspective on the contemporary use of standards in assessment
Rola Ajjawi, Margaret Bearman, David Boud
Teaching in Higher Education (2019) Vol. 26, Iss. 5, pp. 728-741
Open Access | Times Cited: 25
Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning
SM Bridges, Lap Ki Chan, Julie Chen, et al.
Nurse Education Today (2020) Vol. 94, pp. 104569-104569
Closed Access | Times Cited: 20
Examining the clinical learning environment through the architectural avenue
Jonas Nordquist, Ming‐Ka Chan, Jerry Maniate, et al.
Medical Teacher (2019) Vol. 41, Iss. 4, pp. 403-407
Open Access | Times Cited: 16
Into the uncanny valley: Simulation versus simulacrum?
Jennifer L. Johnston, Gráinne P. Kearney, Gerard Gormley, et al.
Medical Education (2020) Vol. 54, Iss. 10, pp. 903-907
Open Access | Times Cited: 15
In defence of constructivist, utility‐driven psychometrics for the ‘post‐psychometric era’
Jacob Pearce
Medical Education (2019) Vol. 54, Iss. 2, pp. 99-102
Closed Access | Times Cited: 13
Toward responsive attunement as health professionals
Gloria Dall’Alba
Studies in Continuing Education (2023), pp. 1-18
Open Access | Times Cited: 4
Students’ and Instructors’ Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation
Hadil Elsayed, Markus Nivala, Liisa Carlzon
Teaching and Learning in Medicine (2023), pp. 1-16
Open Access | Times Cited: 4
Consulting properly rather than acting: advocating for real patient involvement in summative OSCEs
Gráinne P. Kearney, Jennifer L. Johnston, Nigel Hart, et al.
Advances in Simulation (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 7
The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study
Margaret Bearman, Rola Ajjawi, Sue Bennett, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 2, pp. 637-651
Closed Access | Times Cited: 10
Materials matter: Understanding the importance of sociomaterial assemblages for OSCE candidate performance
Charlotte E. Rees, Ella Ottrey, Peter Barton, et al.
Medical Education (2021) Vol. 55, Iss. 8, pp. 961-971
Closed Access | Times Cited: 9
Students' learning in theory‐based simulation: A socio‐material study
Engle Angela Chan, Betty Pui Man Chung, Katherine Chang, et al.
Medical Education (2023) Vol. 58, Iss. 4, pp. 405-414
Closed Access | Times Cited: 2
Disembodied, dehumanised but safe and feasible: The social‐spatial flow of a pandemic OSCE
Craig Brown, Anna MacLeod, Lorraine Hawick, et al.
Medical Education (2023) Vol. 58, Iss. 2, pp. 235-246
Open Access | Times Cited: 1
Diseño y validación de un instrumento de evaluación de TFG
Consuelo García, Paola Perochena González, Lara Orcos
Bordón Revista de Pedagogía (2021) Vol. 73, Iss. 2, pp. 79-96
Open Access | Times Cited: 2
Making the Grade: Theorising Musical Performance Assessment
Jack Walton
(2020)
Closed Access | Times Cited: 1
Reassembling cultural safety education for Korean medical students based on the actor-network theory: Situational analysis of discourses
HyeRin Roh, Kyung Hye Park, Jina Oh, et al.
Research Square (Research Square) (2023)
Open Access
Theory in Health Professions Education Research
Charlotte E. Rees, Lulu Alwazzan, Averill Gordon
(2023), pp. 11-35
Closed Access
“What Does It Mean to Be?”: Ontology and Responsibility in Health Professions Education
Tasha R. Wyatt, Rola Ajjawi, Mario Veen
(2022), pp. 173-185
Closed Access
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