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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:

Workplace-based assessment: raters’ performance theories and constructs
Marjan Govaerts, Margaretha W. J. van de Wiel, Lambert Schuwirth, et al.
Advances in Health Sciences Education (2012) Vol. 18, Iss. 3, pp. 375-396
Open Access | Times Cited: 174

Showing 26-50 of 174 citing articles:

Professional judgement: a social practice perspective on a multiple mini-interview for specialty training selection
Chris Roberts, Annette Burgess, Karyn Mossman, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Challenges and strategies for assessing student workplace performance during work-integrated learning
Denise Jackson
Assessment & Evaluation in Higher Education (2017) Vol. 43, Iss. 4, pp. 555-570
Open Access | Times Cited: 44
More Consensus Than Idiosyncrasy
Andrea Gingerich, Cees van der Vleuten, Kevin W. Eva, et al.
Academic Medicine (2014) Vol. 89, Iss. 11, pp. 1510-1519
Open Access | Times Cited: 43
Are Examiners’ Judgments in OSCE-Style Assessments Influenced by Contrast Effects?
Peter Yeates, Marc Moreau, Kevin W. Eva
Academic Medicine (2015) Vol. 90, Iss. 7, pp. 975-980
Open Access | Times Cited: 43
The validity of a behavioural multiple-mini-interview within an assessment centre for selection into specialty training
Chris Roberts, Tyler Clark, Annette Burgess, et al.
BMC Medical Education (2014) Vol. 14, Iss. 1
Open Access | Times Cited: 43
Models for Intensive Care Training. A European Perspective
Julian Bion, Hans Ulrich Rothen
American Journal of Respiratory and Critical Care Medicine (2014) Vol. 189, Iss. 3, pp. 256-262
Closed Access | Times Cited: 43
Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view
Andrea Gingerich, Susan Ramlo, Cees van der Vleuten, et al.
Advances in Health Sciences Education (2016) Vol. 22, Iss. 4, pp. 819-838
Open Access | Times Cited: 38
How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’
Lambert Schuwirth, Cees van der Vleuten
Health Professions Education (2018) Vol. 5, Iss. 3, pp. 177-184
Open Access | Times Cited: 38
Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 2, pp. 713-738
Closed Access | Times Cited: 37
Quality of feedback following performance assessments: does assessor expertise matter?
Marjan Govaerts, Margaretha W. J. van de Wiel, Cees van der Vleuten
European journal of training and development (2013) Vol. 37, Iss. 1, pp. 105-125
Closed Access | Times Cited: 43
Competency Evaluations in the Next Accreditation System: Contributing to Guidelines and Implications
Yoon Soo Park, Fred A. Zar, John J. Norcini, et al.
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 2, pp. 135-145
Closed Access | Times Cited: 32
Exploring mentors' interpretation of terminology and levels of competence when assessing nursing students: An integrative review
Ibraheim Almalkawi, Rebecca Jester, Louise Terry
Nurse Education Today (2018) Vol. 69, pp. 95-103
Open Access | Times Cited: 32
The compatibility principle: on philosophies in the assessment of clinical competence
Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 4, pp. 1003-1018
Closed Access | Times Cited: 32
Theory, a lost character? As presented in general practice education research papers
James B. Brown, Margaret Bearman, Catherine Kirby, et al.
Medical Education (2019) Vol. 53, Iss. 5, pp. 443-457
Open Access | Times Cited: 30
“Rater training” re-imagined for work-based assessment in medical education
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 5, pp. 1697-1709
Closed Access | Times Cited: 9
The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement
Chris Roberts, Narelle Shadbolt, Tyler Clark, et al.
BMC Medical Education (2014) Vol. 14, Iss. 1
Open Access | Times Cited: 33
Impact of rating demands on rater-based assessments of clinical competence
Walter Tavares, Kevin W. Eva
Education for Primary Care (2014) Vol. 25, Iss. 6, pp. 308-318
Closed Access | Times Cited: 32
Factors Influencing Mini-CEX Rater Judgments and Their Practical Implications: A Systematic Literature Review
Victor Lee, Keira Brain, Jenepher Martin
Academic Medicine (2017) Vol. 92, Iss. 6, pp. 880-887
Open Access | Times Cited: 32
Starting a Clinical Competency Committee
Susan B. Promes, Mary Jo Wagner
Journal of Graduate Medical Education (2014) Vol. 6, Iss. 1, pp. 163-164
Open Access | Times Cited: 31
Validation of the Australian Nursing Standards Assessment Tool (ANSAT): A pilot study
Christine Ossenberg, Megan Dalton, Amanda Henderson
Nurse Education Today (2015) Vol. 36, pp. 23-30
Closed Access | Times Cited: 31
A multi-disciplinary review of knowledge acquisition methods: From human to autonomous eliciting agents
George Leu, Hussein A. Abbass
Knowledge-Based Systems (2016) Vol. 105, pp. 1-22
Open Access | Times Cited: 30
Managing extremes of assessor judgment within the OSCE
Richard Fuller, Matt Homer, Godfrey Pell, et al.
Medical Teacher (2016) Vol. 39, Iss. 1, pp. 58-66
Open Access | Times Cited: 30
Medical education research: a vibrant community of research and education practice
Cees van der Vleuten
Medical Education (2014) Vol. 48, Iss. 8, pp. 761-767
Closed Access | Times Cited: 29
From opening the ‘black box’ to looking behind the curtain: cognition and context in assessor-based judgements
Victor Lee, Keira Brain, Jenepher Martin
Advances in Health Sciences Education (2018) Vol. 24, Iss. 1, pp. 85-102
Closed Access | Times Cited: 27
Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students
Paul A. Hemmer, Gregory A. Dadekian, Christopher Terndrup, et al.
Journal of General Internal Medicine (2015) Vol. 30, Iss. 9, pp. 1313-1318
Open Access | Times Cited: 26

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