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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:

Toward Authentic Clinical Evaluation: Pitfalls in the Pursuit of Competency
Shiphra Ginsburg, Jodi Herold McIlroy, Olga Oulanova, et al.
Academic Medicine (2010) Vol. 85, Iss. 5, pp. 780-786
Open Access | Times Cited: 214

Showing 51-75 of 214 citing articles:

Determining Resident Clinical Performance
Keith Baker
Anesthesiology (2011) Vol. 115, Iss. 4, pp. 862-878
Open Access | Times Cited: 44
Resident education in 2011: Three key challenges on the road ahead
Erik G. Van Eaton, John L. Tarpley, Carmen C. Solórzano, et al.
Surgery (2011) Vol. 149, Iss. 4, pp. 465-473
Closed Access | Times Cited: 42
Curricular transformation of health professions education in Tanzania: The process at Muhimbili University of Health and Allied Sciences (2008–2011)
Olipa Ngassapa, Ephata Kaaya, Molly Fyfe, et al.
Journal of Public Health Policy (2012) Vol. 33, Iss. S1, pp. S64-S91
Closed Access | Times Cited: 39
Entrustable Professional Activities for Gastroenterology Fellowship Training
Suzanne Rose, Oren K. Fix, Brijen J. Shah, et al.
Gastroenterology (2014) Vol. 147, Iss. 1, pp. 233-242
Open Access | Times Cited: 38
Competencies, milestones, and EPAs – Are those who ignore the past condemned to repeat it?
Debra L. Klamen, Reed G. Williams, Nicole K. Roberts, et al.
Medical Teacher (2016) Vol. 38, Iss. 9, pp. 904-910
Closed Access | Times Cited: 37
A Call for Mixed Methods in Competency-Based Medical Education: How We Can Prevent the Overfitting of Curriculum and Assessment
Nam S. Hoang, James N. Lau
Academic Medicine (2018) Vol. 93, Iss. 7, pp. 996-1001
Open Access | Times Cited: 36
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
Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments
Stefanie S. Sebok‐Syer, Don A. Klinger, Jonathan Sherbino, et al.
Academic Medicine (2017) Vol. 92, Iss. 12, pp. 1774-1779
Open Access | Times Cited: 35
Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.
Kevin W. Eva
Journal of Applied Research in Memory and Cognition (2018) Vol. 7, Iss. 2, pp. 177-188
Closed Access | Times Cited: 34
How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study
Margaretha H. Sagasser, Cornelia Fluit, Chris van Weel, et al.
Academic Medicine (2016) Vol. 92, Iss. 6, pp. 792-799
Open Access | Times Cited: 32
The Dance Between Attending Physicians and Senior Residents as Teachers and Supervisors
Dorene F. Balmer, Angelo P. Giardino, Boyd F. Richards
PEDIATRICS (2012) Vol. 129, Iss. 5, pp. 910-915
Closed Access | Times Cited: 34
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
Entrustable professional activities for gastroenterology fellowship training
Suzanne Rose, Oren K. Fix, Brijen J. Shah, et al.
Gastrointestinal Endoscopy (2014) Vol. 80, Iss. 1, pp. 16-27
Closed Access | Times Cited: 29
Integrated and implicit: how residents learn CanMEDS roles by participating in practice
Nienke Renting, A. N. Janet Raat, Tim Dornan, et al.
Medical Education (2017) Vol. 51, Iss. 9, pp. 942-952
Open Access | Times Cited: 29
How Residents Develop Trust in Interns
Leslie Sheu, Patricia O’Sullivan, Eva Aagaard, et al.
Academic Medicine (2016) Vol. 91, Iss. 10, pp. 1406-1415
Open Access | Times Cited: 28
Competence Revisited in a Rural Context
Randall Longenecker, Andrea Wendling, Joyce Hollander-Rodriguez, et al.
Family Medicine (2018) Vol. 50, Iss. 1, pp. 28-36
Open Access | Times Cited: 28
The Development of Entrustable Professional Activities for Competency-Based Veterinary Education in Farm Animal Health
Chantal C. M. A. Duijn, Olle ten Cate, W.D.J. Kremer, et al.
Journal of Veterinary Medical Education (2018) Vol. 46, Iss. 2, pp. 218-224
Open Access | Times Cited: 28
Comparing the Performance in Family Medicine Residencies of Graduates From Longitudinal Integrated Clerkships and Rotation-Based Clerkships
Wayne Woloschuk, Douglas Myhre, Wesley M. Jackson, et al.
Academic Medicine (2013) Vol. 89, Iss. 2, pp. 296-300
Open Access | Times Cited: 27
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
Work-based Assessment and Co-production in Postgraduate Medical Training.
Eric S. Holmboe
DOAJ (DOAJ: Directory of Open Access Journals) (2017) Vol. 34, Iss. 5, pp. Doc58-Doc58
Closed Access | Times Cited: 27
What makes a “great resident”: the resident perspective
Venu M. Nemani, Caroline Park, Danyal H. Nawabi
Current Reviews in Musculoskeletal Medicine (2014) Vol. 7, Iss. 2, pp. 164-167
Open Access | Times Cited: 26
Identifying Core Components of EPA Implementation: A Path to Knowing if a Complex Intervention Is Being Implemented as Intended
Carol Carraccio, Abigail Martini, Elaine Van Melle, et al.
Academic Medicine (2021) Vol. 96, Iss. 9, pp. 1332-1336
Open Access | Times Cited: 18
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation
Warren J. Cheung, Natalie Wagner, Jason R. Frank, et al.
Medical Teacher (2022) Vol. 44, Iss. 7, pp. 781-789
Closed Access | Times Cited: 13
What are the characteristics of excellent physicians and residents in the clinical workplace? A systematic review
Abdullah Khawar, Femke Frederiks, Mana Nasori, et al.
BMJ Open (2022) Vol. 12, Iss. 9, pp. e065333-e065333
Open Access | Times Cited: 12
Expectations, observations, and the cognitive processes that bind them: expert assessment of examinee performance
Christina St‐Onge, Martine Chamberland, Annie Lévesque, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 3, pp. 627-642
Closed Access | Times Cited: 23

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