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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:

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

Showing 1-25 of 104 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
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
Reading between the lines: faculty interpretations of narrative evaluation comments
Shiphra Ginsburg, Glenn Regehr, Lorelei Lingard, et al.
Medical Education (2015) Vol. 49, Iss. 3, pp. 296-306
Closed Access | Times Cited: 128
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
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
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
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
Validity: one word with a plurality of meanings
Christina St‐Onge, Meredith Young, Kevin W. Eva, et al.
Advances in Health Sciences Education (2016) Vol. 22, Iss. 4, pp. 853-867
Closed Access | Times Cited: 70
Entrustable professional activities in entry‐level health professional education: A scoping review
Andrea Bramley, Lisa McKenna
Medical Education (2021) Vol. 55, Iss. 9, pp. 1011-1032
Closed Access | Times Cited: 52
Implementing Competency-Based Medical Education in a Postgraduate Family Medicine Residency Training Program
Karen Schultz, Jane Griffiths
Academic Medicine (2015) Vol. 91, Iss. 5, pp. 685-689
Open Access | Times Cited: 55
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
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
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
Competence Assessment as Learner Support in Education
Cees van der Vleuten, Dominique Sluijsmans, Desirée Joosten-ten Brinke
Technical and vocational education and training (2016), pp. 607-630
Closed Access | Times Cited: 46
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
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
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
Assessment of clinical competence in competency-based education.
Teresa La Chimea, Zul Kanji, Susan Schmitz
PubMed (2020) Vol. 54, Iss. 2, pp. 83-91
Closed Access | Times Cited: 29
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
Examiners and content and site: Oh My! A national organization’s investigation of score variation in large-scale performance assessments
Stefanie S. Sebok‐Syer, Marguerite Roy, Don A. Klinger, et al.
Advances in Health Sciences Education (2014) Vol. 20, Iss. 3, pp. 581-594
Closed 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
Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness
Lori R. Newman, Dara Brodsky, Richard N. Jones, et al.
Journal of Continuing Education in the Health Professions (2016) Vol. 36, Iss. 3, pp. 206-210
Closed Access | Times Cited: 24
Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development
Matthijs Koedijk, Peter G. Renden, Raôul R. D. Oudejans, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
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