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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:

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

Showing 1-25 of 70 citing articles:

Drawing Boundaries: The Difficulty in Defining Clinical Reasoning
Meredith Young, Aliki Thomas, Stuart Lubarsky, et al.
Academic Medicine (2018) Vol. 93, Iss. 7, pp. 990-995
Open Access | Times Cited: 108
TRainee Attributable & Automatable Care Evaluations in Real-time (TRACERs): A Scalable Approach for Linking Education to Patient Care
Jesse Burk‐Rafel, Stefanie S. Sebok‐Syer, Sally A. Santen, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1, pp. 149-159
Open Access | Times Cited: 23
Mastering Validity and Reliability in Academic Research: Meaning and Significance
Arthur William Fodouop Kouam
International Journal of Research Publications (2024) Vol. 144, Iss. 1
Open Access | Times Cited: 11
Validity matters more than cheating
Phillip Dawson, Margaret Bearman, Mollie Dollinger, et al.
Assessment & Evaluation in Higher Education (2024) Vol. 49, Iss. 7, pp. 1005-1016
Open Access | Times Cited: 8
Survey response rates in health sciences education research: A 10‐year meta‐analysis
Adam B. Wilson, William S. Brooks, Danielle N. Edwards, et al.
Anatomical Sciences Education (2023) Vol. 17, Iss. 1, pp. 11-23
Open Access | Times Cited: 18
Applying Kane’s validity framework to a simulation based assessment of clinical competence
Walter Tavares, Ryan Brydges, Paul Myre, et al.
Advances in Health Sciences Education (2017) Vol. 23, Iss. 2, pp. 323-338
Closed Access | Times Cited: 48
Beyond the cultural myth of medical meritocracy
Saleem Razack, Torsten Risør, Brian Hodges, et al.
Medical Education (2019) Vol. 54, Iss. 1, pp. 46-53
Open Access | Times Cited: 46
Technology enhanced assessment: Ottawa consensus statement and recommendations
Richard Fuller, Viktoria C. T. Goddard, Vishna Devi Nadarajah, et al.
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 836-850
Open Access | Times Cited: 22
Beyond open book versus closed book: a taxonomy of restrictions in online examinations
Phillip Dawson, Kelli Nicola‐Richmond, Helen Partridge
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 2, pp. 262-274
Open Access | Times Cited: 15
Introducing the Next Era in Assessment
Alina Smirnova, Michael Barone, Sondra Zabar, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
Valid concerns: Considerations for reviewing manuscripts with validity arguments
Georgina C. Stephens, Mahbub Sarkar
Anatomical Sciences Education (2025)
Open Access
On concepts, constructs, measures, metrics, and the variable necessity of definitions
Meredith Young
Advances in Health Sciences Education (2025)
Closed Access
Validity: Conceptualizations for anatomy and health professions educators
Victoria A. Roach
Anatomical Sciences Education (2025)
Closed Access
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
The compatibility principle: on philosophies in the assessment of clinical competence
Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 4, pp. 1003-1018
Closed Access | Times Cited: 32
On the validity of summative entrustment decisions
Claire Touchie, Benjamin Kinnear, Daniel J. Schumacher, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 780-787
Closed Access | Times Cited: 24
Advancing the assessment of clinical reasoning across the health professions: Definitional and methodologic recommendations
David Gordon, Joseph Rencic, Valerie J. Lang, et al.
Perspectives on Medical Education (2022) Vol. 11, Iss. 2, pp. 108-104
Open Access | Times Cited: 16
How argumentation theory can inform assessment validity: A critical review
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen, et al.
Medical Education (2022) Vol. 56, Iss. 11, pp. 1064-1075
Open Access | Times Cited: 16
“Rater training” re-imagined for work-based assessment in medical education
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 5, pp. 1697-1709
Closed Access | Times Cited: 9
TEAMs go VR—validating the TEAM in a virtual reality (VR) medical team training
Rafael Wespi, Lukas Schwendimann, Andrea N. Neher, et al.
Advances in Simulation (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane
Benjamin Kinnear, Matthew Kelleher, Brian K. May, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S64-S69
Open Access | Times Cited: 21
Josiah Macy Jr. Foundation Conference on Ensuring Fairness in Medical Education Assessment: Conference Recommendations Report
Conference Participants
Academic Medicine (2023) Vol. 98, Iss. 8S, pp. S3-S15
Open Access | Times Cited: 8
Exploring complexities in the reform of assessment practice: a critical realist perspective
Chris Roberts, Priya Khanna, Stuart Lane, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1641-1657
Closed Access | Times Cited: 18
Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity
Benjamin Kinnear, Christina St‐Onge, Daniel J. Schumacher, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 452-459
Open Access | Times Cited: 2
To define or not to define: a commentary on ‘The case for metacognitive reflection’
Rachel Ellaway, Catherine Patocka
Advances in Health Sciences Education (2024)
Closed Access | Times Cited: 2
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