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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:

Opening the black box of clinical skills assessment via observation: a conceptual model
Jennifer R. Kogan, Lisa N. Conforti, Elizabeth Bernabeo, et al.
Medical Education (2011) Vol. 45, Iss. 10, pp. 1048-1060
Open Access | Times Cited: 224

Showing 26-50 of 224 citing articles:

Precision Education: The Future of Lifelong Learning in Medicine
Sanjay V. Desai, Jesse Burk‐Rafel, Kimberly D. Lomis, et al.
Academic Medicine (2024) Vol. 99, Iss. 4S, pp. S14-S20
Closed Access | Times Cited: 6
Assessing Diagnostic Reasoning: A Consensus Statement Summarizing Theory, Practice, and Future Needs
Jonathan S. Ilgen, Aloysius J. Humbert, Gloria Kuhn, et al.
Academic Emergency Medicine (2012) Vol. 19, Iss. 12, pp. 1454-1461
Open Access | Times Cited: 68
‘You're certainly relatively competent’: assessor bias due to recent experiences
Peter Yeates, Paul O’Neill, Karen Mann, et al.
Medical Education (2013) Vol. 47, Iss. 9, pp. 910-922
Open Access | Times Cited: 59
From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio
Andrea Oudkerk Pool, Marjan Govaerts, Debbie Jaarsma, et al.
Advances in Health Sciences Education (2017) Vol. 23, Iss. 2, pp. 275-287
Open Access | Times Cited: 58
Feedback-giving behaviour in performance evaluations during clinical clerkships
Harold G. J. Bok, Debbie Jaarsma, Annemarie Spruijt, et al.
Medical Teacher (2015) Vol. 38, Iss. 1, pp. 88-95
Open Access | Times Cited: 52
When to trust our learners? Clinical teachers’ perceptions of decision variables in the entrustment process
Chantal C. M. A. Duijn, Lisanne S. Welink, HaroldG. J. Bok, et al.
Perspectives on Medical Education (2018) Vol. 7, Iss. 3, pp. 192-199
Open Access | Times Cited: 47
The pursuit of fairness in assessment: Looking beyond the objective
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Medical Teacher (2022) Vol. 44, Iss. 4, pp. 353-359
Closed Access | Times Cited: 25
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
Early Feedback on the Use of the Internal Medicine Reporting Milestones in Assessment of Resident Performance
Eva Aagaard, Gregory C. Kane, Lisa N. Conforti, et al.
Journal of Graduate Medical Education (2013) Vol. 5, Iss. 3, pp. 433-438
Open Access | Times Cited: 51
The use of simulation in healthcare
Jeffrey Orledge, William J. Phillips, W. Bosseau Murray, et al.
Current Opinion in Critical Care (2012) Vol. 18, Iss. 4, pp. 326-332
Closed Access | Times Cited: 49
Effect of Exposure to Good vs Poor Medical Trainee Performance on Attending Physician Ratings of Subsequent Performances
Peter Yeates, Paul O’Neill, Karen Mann, et al.
JAMA (2012) Vol. 308, Iss. 21, pp. 2226-2226
Open Access | Times Cited: 48
Clinical performance assessment tools in physiotherapy practice education: a systematic review
Anne O’Connor, Oliver McGarr, Peter Cantillon, et al.
Physiotherapy (2017) Vol. 104, Iss. 1, pp. 46-53
Open Access | Times Cited: 47
Individual Gestalt Is Unreliable for the Evaluation of Quality in Medical Education Blogs: A METRIQ Study
Brent Thoma, Stefanie S. Sebok‐Syer, Keeth Krishnan, et al.
Annals of Emergency Medicine (2017) Vol. 70, Iss. 3, pp. 394-401
Closed Access | Times Cited: 47
The Value of Bedside Rounds: A Multicenter Qualitative Study
Jed D. Gonzalo, Brian S. Heist, Briar L. Duffy, et al.
Teaching and Learning in Medicine (2013) Vol. 25, Iss. 4, pp. 326-333
Closed Access | Times Cited: 46
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
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour
Laury P. J. W. M. de Jonge, Angelique Timmerman, Marjan Govaerts, et al.
Advances in Health Sciences Education (2017) Vol. 22, Iss. 5, pp. 1213-1243
Open Access | Times Cited: 41
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
Keeping mum in clinical supervision: private thoughts and public judgements
Catherine E Scarff, Margaret Bearman, Neville Chiavaroli, et al.
Medical Education (2018) Vol. 53, Iss. 2, pp. 133-142
Open Access | Times Cited: 38
Initial Implementation of Resident-Sensitive Quality Measures in the Pediatric Emergency Department: A Wide Range of Performance
Daniel J. Schumacher, Abigail Martini, Eric S. Holmboe, et al.
Academic Medicine (2020) Vol. 95, Iss. 8, pp. 1248-1255
Open Access | Times Cited: 35
The Teamwork Mini-Clinical Evaluation Exercise (T-MEX)
Asela Olupeliyawa, Anthony J. O’Sullivan, Chris Hughes, et al.
Academic Medicine (2013) Vol. 89, Iss. 2, pp. 359-365
Open Access | Times Cited: 41
The Pediatrics Milestones: Initial Evidence for Their Use as Learning Road Maps for Residents
Daniel J. Schumacher, Kadriye O. Lewis, Ann E. Burke, et al.
Academic Pediatrics (2012) Vol. 13, Iss. 1, pp. 40-47
Open Access | Times Cited: 41
Realizing the Promise and Importance of Performance-Based Assessment
Jennifer R. Kogan, Eric S. Holmboe
Teaching and Learning in Medicine (2013) Vol. 25, Iss. sup1, pp. S68-S74
Closed Access | Times Cited: 40
Validity evidence of resident competency ratings and the identification of problem residents
Yoon Soo Park, Janet Riddle, Ara Tekian
Medical Education (2014) Vol. 48, Iss. 6, pp. 614-622
Closed Access | Times Cited: 35
Nuance and Noise: Lessons Learned From Longitudinal Aggregated Assessment Data
Teresa M. Chan, Jonathan Sherbino, Mathew Mercuri
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 6, pp. 724-729
Open Access | Times Cited: 35

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