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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:

Towards a program of assessment for health professionals: from training into practice
Kevin W. Eva, Georges Bordage, Craig Campbell, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 4, pp. 897-913
Closed Access | Times Cited: 149

Showing 26-50 of 149 citing articles:

What Influences Choice of Continuing Medical Education Modalities and Providers? A National Survey of U.S. Physicians, Nurse Practitioners, and Physician Assistants
Maureen O’Brien Pott, Anissa S. Blanshan, Kelly M. Huneke, et al.
Academic Medicine (2020) Vol. 96, Iss. 1, pp. 93-100
Open Access | Times Cited: 33
Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment
Natalia Danilovich, Simon Kitto, David W. Price, et al.
Family Medicine (2021) Vol. 53, Iss. 1, pp. 9-22
Open Access | Times Cited: 31
Key considerations in planning and designing programmatic assessment in competency-based medical education
Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 758-764
Closed Access | Times Cited: 28
Educational Technologies for Physician Continuous Professional Development
David A. Cook, Morris J. Blachman, David W. Price, et al.
Academic Medicine (2017) Vol. 93, Iss. 1, pp. 104-112
Open Access | Times Cited: 39
Factors Influencing Physicians' Selection of Continuous Professional Development Activities: A Cross-Specialty National Survey
David A. Cook, David W. Price, Christopher M. Wittich, et al.
Journal of Continuing Education in the Health Professions (2017) Vol. 37, Iss. 3, pp. 154-160
Closed Access | Times Cited: 38
Validity as a social imperative for assessment in health professions education: a concept analysis
Mélanie Marceau, Frances Gallagher, Meredith Young, et al.
Medical Education (2018) Vol. 52, Iss. 6, pp. 641-653
Open Access | Times Cited: 36
Understanding the influence of teacher–learner relationships on learners’ assessment perception
Suzanne Schut, Jan van Tartwijk, Erik W. Driessen, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 2, pp. 441-456
Open Access | Times Cited: 34
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
Toward Creating Equity in Awards Received During Medical School
Arianne Teherani, Elizabeth Harleman, Karen E. Hauer, et al.
Academic Medicine (2020) Vol. 95, Iss. 5, pp. 724-729
Open Access | Times Cited: 30
The key-features approach to assess clinical decisions: validity evidence to date
Georges Bordage, Gordon Page
Advances in Health Sciences Education (2018) Vol. 23, Iss. 5, pp. 1005-1036
Closed Access | Times Cited: 29
Association of a Competency-Based Assessment System With Identification of and Support for Medical Residents in Difficulty
Shelley Ross, Natalia M. Binczyk, Deena M. Hamza, et al.
JAMA Network Open (2018) Vol. 1, Iss. 7, pp. e184581-e184581
Open Access | Times Cited: 29
Validation of learning assessments: A primer
Michael J. Peeters, Beth A. Martin
Currents in Pharmacy Teaching and Learning (2017) Vol. 9, Iss. 5, pp. 925-933
Closed Access | Times Cited: 28
Adaptive expertise: The optimal outcome of emergency medicine training
Jeremy Branzetti, Michael A. Gisondi, Laura R. Hopson, et al.
AEM Education and Training (2022) Vol. 6, Iss. 2
Open Access | Times Cited: 15
Implementation of Programmatic Assessment: Challenges and Lessons Learned
Marjan Govaerts, Cees van der Vleuten, Suzanne Schut
Education Sciences (2022) Vol. 12, Iss. 10, pp. 717-717
Open Access | Times Cited: 14
The challenge of changing to an assessment for learning culture
Chris Harrison, Val Wass
Medical Education (2016) Vol. 50, Iss. 7, pp. 704-706
Open Access | Times Cited: 26
It does not have to be either or! Assessing competence in medicine should be a continuum between an analytic and a holistic approach
Thomas Rotthoff, Martina Kadmon, Sigrid Harendza
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1659-1673
Open Access | Times Cited: 19
Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study
Hester Wilhelmina Henrica Smeets, Dominique Sluijsmans, Albine Moser, et al.
Perspectives on Medical Education (2022) Vol. 11, Iss. 6, pp. 316-324
Open Access | Times Cited: 13
What the experts see: A qualitative analysis of the behaviors of master adaptive learners in emergency medicine
Laura R. Hopson, Jeremy Branzetti, Michael A. Gisondi, et al.
AEM Education and Training (2024) Vol. 8, Iss. 1
Open Access | Times Cited: 2
Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition
José Manuel Hernández‐Padilla, José Granero‐Molina, Verónica V. Márquez‐Hernández, et al.
European Journal of Cardiovascular Nursing (2017) Vol. 16, Iss. 5, pp. 425-434
Open Access | Times Cited: 23
Considerations that will determine if competency-based assessment is a sustainable innovation
W. Dale Dauphinée, John R. Boulet, John J. Norcini
Advances in Health Sciences Education (2018) Vol. 24, Iss. 2, pp. 413-421
Open Access | Times Cited: 23
Preparedness for practice: the perceptions of graduates of a regional clinical school
J Barr, Kathryn Ogden, Kim Rooney, et al.
The Medical Journal of Australia (2017) Vol. 206, Iss. 10, pp. 447-452
Closed Access | Times Cited: 22
Implementing Competency-Based Medical Education in Family Medicine: A Scoping Review on Residency Programs and Family Practices in Canada and the United States
Craig Campbell, Paul Hendry, Dianne Delva, et al.
Family Medicine (2020) Vol. 52, Iss. 4, pp. 246-254
Open Access | Times Cited: 20
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
Andrea Oudkerk Pool, Debbie Jaarsma, Erik W. Driessen, et al.
Perspectives on Medical Education (2020) Vol. 9, Iss. 3, pp. 166-172
Open Access | Times Cited: 20
Written-Based Progress Testing: A Scoping Review
Vincent Dion, Christina St‐Onge, Ilona Bartman, et al.
Academic Medicine (2021) Vol. 97, Iss. 5, pp. 747-757
Open Access | Times Cited: 16
An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development
Meghan McConnell, Ada Gu, Aysha Arshad, et al.
Medical Education Online (2018) Vol. 23, Iss. 1, pp. 1497374-1497374
Open Access | Times Cited: 19

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