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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:

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

Showing 1-25 of 38 citing articles:

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
Considering the interdependence of clinical performance: implications for assessment and entrustment
Stefanie S. Sebok‐Syer, Saad Chahine, Christopher Watling, et al.
Medical Education (2018) Vol. 52, Iss. 9, pp. 970-980
Open Access | Times Cited: 82
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
The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59
Sara Mortaz Hejri, Mohammad Jalili, Rasoul Masoomi, et al.
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 125-142
Closed Access | Times Cited: 51
Better Decision-Making: Shared Mental Models and the Clinical Competency Committee
Laura Edgar, M. Douglas Jones, Braden Harsy, et al.
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 2s, pp. 51-58
Open Access | Times Cited: 34
Methodological insights into content validity studies for nursing diagnoses
Marcos Venícios de Oliveira Lopes, Viviane Martins da Silva
International Journal of Nursing Knowledge (2025)
Closed Access
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
“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions
A. van Enk, Olle ten Cate
Perspectives on Medical Education (2020) Vol. 9, Iss. 6, pp. 373-378
Open Access | Times Cited: 22
Learning, teaching and assessment in health professional education and scholarship in the next 50 years
Chinthaka Balasooriya, Kayley Lyons, Michael Tran, et al.
Focus on Health Professional Education A Multi-Professional Journal (2024) Vol. 25, Iss. 2, pp. 110-129
Open Access | Times Cited: 2
How Do Thresholds of Principle and Preference Influence Surgeon Assessments of Learner Performance?
Tavis Apramian, Sayra Cristancho, Alp Şener, et al.
Annals of Surgery (2017) Vol. 268, Iss. 2, pp. 385-390
Open Access | Times Cited: 22
Direct Observation vs. Video-Based Assessment in Flexible Cystoscopy
Julia Dagnæs-Hansen, Oria Mahmood, Sarah Bube, et al.
Journal of surgical education (2017) Vol. 75, Iss. 3, pp. 671-677
Closed Access | Times Cited: 20
Determining the influence of different linking patterns on the stability of students’ score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA)
Peter Yeates, Gareth McCray, Alice Moult, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 9
Exploring differences in individual and group judgements in standard setting
Peter Yeates, Natalie Cope, Eva Lukšaitė, et al.
Medical Education (2019) Vol. 53, Iss. 9, pp. 941-952
Closed Access | Times Cited: 14
Cognitive load theory: Implications for assessment in pharmacy education
Kyle John Wilby, Bridget Paravattil
Research in Social and Administrative Pharmacy (2020) Vol. 17, Iss. 9, pp. 1645-1649
Closed Access | Times Cited: 13
Development and Effectiveness of a Rater Training Curriculum for Evaluating Student Medical Spanish Oral Proficiency Using the Physician Oral Language Observation Matrix
Pilar Ortega, Reniell X. Iñiguez, Steven E. Gregorich, et al.
Global business languages (2023) Vol. 23
Open Access | Times Cited: 4
A Multidisciplinary Skull Base Board for Tumour and Non-Tumour Diseases: Initial Experiences
Jure Urbančič, Saba Battelino, Róman Boŝnjak, et al.
Journal of Personalized Medicine (2024) Vol. 14, Iss. 1, pp. 82-82
Open Access | Times Cited: 1
Differing viewpoints around healthcare professions’ education research priorities: A Q-methodology approach
Sze-Yuen Yau, Mojca Babovič, Garrett Ren-Jie Liu, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 3, pp. 975-999
Closed Access | Times Cited: 10
Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments
Andrea Gingerich, Edward Schokking, Peter Yeates
Advances in Health Sciences Education (2018) Vol. 23, Iss. 5, pp. 937-959
Closed Access | Times Cited: 10
Examining Urban, American, Middle-School Students’ Divergent Views of Nature Before and After a Field Trip to a University Field Station and Nature Preserve
Susan Ramlo
The Urban Review (2018) Vol. 51, Iss. 2, pp. 231-246
Closed Access | Times Cited: 8
Implicit and inferred: on the philosophical positions informing assessment science
Walter Tavares, Kathryn Hodwitz, Paula Rowland, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1597-1623
Closed Access | Times Cited: 7
Different profiles for the assessment of student theses in teacher education
Karin Stolpe, Lars Björklund, Mats Lundström, et al.
Higher Education (2021) Vol. 82, Iss. 5, pp. 959-976
Open Access | Times Cited: 6
Understanding patient involvement in judging students’ communication skills in OSCEs
Alice Moult, Robert K McKinley, Peter Yeates
Medical Teacher (2021) Vol. 43, Iss. 9, pp. 1070-1078
Open Access | Times Cited: 6
Exploring the relationships between first impressions and MMI ratings: a pilot study
Dietrich Klusmann, Mirjana Knorr, Wolfgang Hampe
Advances in Health Sciences Education (2022) Vol. 28, Iss. 2, pp. 519-536
Open Access | Times Cited: 4
Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes?
Timothy J. Wood, Vijay J. Daniels, Debra Pugh, et al.
Advances in Health Sciences Education (2023)
Closed Access | Times Cited: 2
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