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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 1-25 of 149 citing articles:

Assessment, feedback and the alchemy of learning
Christopher Watling, Shiphra Ginsburg
Medical Education (2018) Vol. 53, Iss. 1, pp. 76-85
Closed Access | Times Cited: 310
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
Staging a performance: learners’ perceptions about direct observation during residency
Kori A. LaDonna, Rose Hatala, Lorelei Lingard, et al.
Medical Education (2017) Vol. 51, Iss. 5, pp. 498-510
Open Access | Times Cited: 122
Competency-Based, Time-Variable Education in the Health Professions: Crossroads
Catherine R. Lucey, George E. Thibault, Olle ten Cate
Academic Medicine (2018) Vol. 93, Iss. 3S, pp. S1-S5
Open Access | Times Cited: 117
Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment
Suzanne Schut, Erik W. Driessen, Jan van Tartwijk, et al.
Medical Education (2018) Vol. 52, Iss. 6, pp. 654-663
Open Access | Times Cited: 114
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education
Suzanne Schut, Lauren A. Maggio, Sylvia Heeneman, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 6-13
Open Access | Times Cited: 78
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
Do portfolios have a future?
Erik W. Driessen
Advances in Health Sciences Education (2016) Vol. 22, Iss. 1, pp. 221-228
Open Access | Times Cited: 74
To fail is human: remediating remediation in medical education
Adina Kalet, Calvin L. Chou, Rachel Ellaway
Perspectives on Medical Education (2017) Vol. 6, Iss. 6, pp. 418-424
Open Access | Times Cited: 67
Managing tensions in assessment: moving beyond either–or thinking
Marjan Govaerts, Cees van der Vleuten, Eric S. Holmboe
Medical Education (2018) Vol. 53, Iss. 1, pp. 64-75
Open Access | Times Cited: 67
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
<p>Relationship between study habits and academic achievement in students of medical sciences in Kermanshah-Iran</p>
Haleh Jafari, Abbas Aghaei, Alireza Khatony
Advances in Medical Education and Practice (2019) Vol. Volume 10, pp. 637-643
Open Access | Times Cited: 66
Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance
Erin McMahon, Francisco Jiménez, Kay Lawrence, et al.
Clinical Simulation in Nursing (2021) Vol. 58, pp. 54-56
Open Access | Times Cited: 45
Informing the Development of Telehealth Education in Physiotherapy Programs. Assessments and Interventions for Individuals Accessing Physiotherapy Care via Synchronous Telehealth. A Scoping Review
Luke Davies, Vidya Lawton, Rebecca Bevan, et al.
Musculoskeletal Care (2025) Vol. 23, Iss. 1
Open Access
Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning
Renée M. van der Leeuw, Pim W. Teunissen, Cees van der Vleuten
Academic Medicine (2017) Vol. 93, Iss. 4, pp. 556-559
Open Access | Times Cited: 56
Professional Development Perceptions and Practices Among U.S. Physicians: A Cross-Specialty National Survey
David A. Cook, Morris J. Blachman, David W. Price, et al.
Academic Medicine (2017) Vol. 92, Iss. 9, pp. 1335-1345
Open Access | Times Cited: 53
Assessment in Undergraduate Competency-Based Medical Education: A Systematic Review
Sandeep Gupta, Tripti Srivastava
Cureus (2024)
Open Access | Times Cited: 4
Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review
Ryan Surace, Claire Palermo, Judi Porter
Nutrition & Dietetics (2025)
Open Access
The safe practitioner framework: an imperative to incorporate a psychosocial sub-curriculum into dental education
Luke Dawson, Kathryn Fox, M. Harris, et al.
BDJ (2025) Vol. 238, Iss. 6, pp. 403-407
Open Access
Predicting workplace transfer of learning
Fredrick Muyia Nafukho, Mary V. Alfred, Misha Chakraborty, et al.
European journal of training and development (2017) Vol. 41, Iss. 4, pp. 327-353
Closed Access | Times Cited: 45
The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?
Sylvia Heeneman, Erik W. Driessen
DOAJ (DOAJ: Directory of Open Access Journals) (2017) Vol. 34, Iss. 5, pp. Doc57-Doc57
Open Access | Times Cited: 44
Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education
Jeremy Branzetti, Michael A. Gisondi, Laura R. Hopson, et al.
Teaching and Learning in Medicine (2019) Vol. 31, Iss. 4, pp. 466-478
Closed Access | Times Cited: 42
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system
Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, et al.
Medical Teacher (2020) Vol. 43, Iss. 3, pp. 300-306
Closed Access | Times Cited: 37
Learning to learn: A qualitative study to uncover strategies used by Master Adaptive Learners in the planning of learning
Linda Regan, Laura R. Hopson, Michael A. Gisondi, et al.
Medical Teacher (2019) Vol. 41, Iss. 11, pp. 1252-1262
Closed Access | Times Cited: 36
Beyond summative decision making: Illuminating the broader roles of competence committees
Rachael Pack, Lorelei Lingard, Christopher Watling, et al.
Medical Education (2020) Vol. 54, Iss. 6, pp. 517-527
Closed Access | Times Cited: 34
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