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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 1-25 of 174 citing articles:

Core principles of assessment in competency-based medical education
Jocelyn Lockyer, Carol Carraccio, Ming‐Ka Chan, et al.
Medical Teacher (2017) Vol. 39, Iss. 6, pp. 609-616
Closed Access | Times Cited: 418
Validity in work-based assessment: expanding our horizons
Marjan Govaerts, Cees van der Vleuten
Medical Education (2013) Vol. 47, Iss. 12, pp. 1164-1174
Open Access | Times Cited: 216
Seeing the ‘black box’ differently: assessor cognition from three research perspectives
Andrea Gingerich, Jennifer R. Kogan, Peter Yeates, et al.
Medical Education (2014) Vol. 48, Iss. 11, pp. 1055-1068
Closed Access | Times Cited: 214
Performance in assessment: Consensus statement and recommendations from the Ottawa conference
Katharine Boursicot, Luci Etheridge, Zeryab Setna, et al.
Medical Teacher (2011) Vol. 33, Iss. 5, pp. 370-383
Closed Access | Times Cited: 161
When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments
David A. Cook, Ayelet Kuper, Rose Hatala, et al.
Academic Medicine (2016) Vol. 91, Iss. 10, pp. 1359-1369
Open Access | Times Cited: 131
Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
Jennifer R. Kogan, Rose Hatala, Karen E. Hauer, et al.
Perspectives on Medical Education (2017) Vol. 6, Iss. 5, pp. 286-305
Open Access | Times Cited: 123
Twelve tips for developing an OSCE that measures what you want
Vijay J. Daniels, Debra Pugh
Medical Teacher (2017) Vol. 40, Iss. 12, pp. 1208-1213
Closed Access | Times Cited: 93
A history of assessment in medical education
Lambert Schuwirth, Cees van der Vleuten
Advances in Health Sciences Education (2020) Vol. 25, Iss. 5, pp. 1045-1056
Closed Access | Times Cited: 84
Assessment in the context of problem-based learning
Cees van der Vleuten, Lambert Schuwirth
Advances in Health Sciences Education (2019) Vol. 24, Iss. 5, pp. 903-914
Open Access | Times Cited: 75
Expertise in performance assessment: assessors’ perspectives
Christoph Berendonk, Renée E. Stalmeijer, Lambert Schuwirth
Advances in Health Sciences Education (2012) Vol. 18, Iss. 4, pp. 559-571
Open Access | Times Cited: 104
Exploring the role of first impressions in rater-based assessments
Timothy J. Wood
Advances in Health Sciences Education (2013) Vol. 19, Iss. 3, pp. 409-427
Closed Access | Times Cited: 98
Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States
Janice L. Hanson, Adam A. Rosenberg, J. Lindsey Lane
Frontiers in Psychology (2013) Vol. 4
Open Access | Times Cited: 97
Believing is seeing: how people's beliefs influence goals, emotions and behaviour
Pim W. Teunissen, Harold G. J. Bok
Medical Education (2013) Vol. 47, Iss. 11, pp. 1064-1072
Closed Access | Times Cited: 89
Driving Care Quality
Carol Carraccio, Robert Englander, Eric S. Holmboe, et al.
Academic Medicine (2015) Vol. 91, Iss. 2, pp. 199-203
Open Access | Times Cited: 85
Rater cognition: review and integration of research findings
Geneviève Gauthier, Christina St‐Onge, Walter Tavares
Medical Education (2016) Vol. 50, Iss. 5, pp. 511-522
Closed Access | Times Cited: 80
How faculty members experience workplace-based assessment rater training: a qualitative study
Jennifer R. Kogan, Lisa N. Conforti, Elizabeth Bernabeo, et al.
Medical Education (2015) Vol. 49, Iss. 7, pp. 692-708
Closed Access | Times Cited: 79
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, et al.
Medical Teacher (2020) Vol. 43, Iss. 1, pp. 58-67
Closed Access | Times Cited: 67
Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies
Walter Tavares, Shiphra Ginsburg, Kevin W. Eva
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 1, pp. 41-51
Closed Access | Times Cited: 63
Theoretical considerations on programmatic assessment
Dario Torre, Lambert Schuwirth, Cees van der Vleuten
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 213-220
Open Access | Times Cited: 63
Trust and risk: a model for medical education
Arvin Damodaran, Boaz Shulruf, P. D. Jones
Medical Education (2017) Vol. 51, Iss. 9, pp. 892-902
Closed Access | Times Cited: 59
Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency
Michele A. Favreau, Linda Tewksbury, Carla Lupi, et al.
Academic Medicine (2016) Vol. 92, Iss. 6, pp. 759-764
Open Access | Times Cited: 57
Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents
Rose Hatala, Adam P. Sawatsky, Nancy Dudek, et al.
Academic Medicine (2016) Vol. 92, Iss. 6, pp. 868-879
Open Access | Times Cited: 56
Simulation versus real-world performance: a direct comparison of emergency medicine resident resuscitation entrustment scoring
Kristen Weersink, Andrew K. Hall, Jessica Rich, et al.
Advances in Simulation (2019) Vol. 4, Iss. 1
Open Access | Times Cited: 53
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
Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174
Dario Torre, Lambert Schuwirth
Medical Teacher (2024), pp. 1-16
Closed Access | Times Cited: 4
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