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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:

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

Showing 1-25 of 32 citing articles:

Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings
Shiphra Ginsburg, Christopher Watling, Daniel J. Schumacher, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S81-S86
Open Access | Times Cited: 40
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
Modified family assessment form (MFAF) and Pennsylvania families: Establishing construct validity and reliability
Steve Simms, Jennifer Benjamin, Todd Franke, et al.
Children and Youth Services Review (2025), pp. 108115-108115
Closed Access
Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy
Stella Ng, Jeff Crukley, Ryan Brydges, et al.
Advances in Health Sciences Education (2022) Vol. 27, Iss. 2, pp. 323-354
Open Access | Times Cited: 19
Making prospective entrustment decisions: Knowing limits, seeking help and defaulting
Daniel J. Schumacher, Catherine D. Michelson, Ariel S. Winn, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 892-900
Closed Access | Times Cited: 19
Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society
Stella Ng, Jacquelin Forsey, Victoria Boyd, et al.
Advances in Health Sciences Education (2022) Vol. 27, Iss. 5, pp. 1265-1281
Open Access | Times Cited: 17
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
Building a Solid House of Scholarship: The Importance of Foundational Worldviews
Benjamin Kinnear, Jimmy Beck, Daniel J. Schumacher, et al.
Hospital Pediatrics (2024) Vol. 14, Iss. 3, pp. e189-e193
Closed Access | Times Cited: 3
A philosophical history of programmatic assessment: tracing shifting configurations
Jacob Pearce, Walter Tavares
Advances in Health Sciences Education (2021) Vol. 26, Iss. 4, pp. 1291-1310
Closed Access | Times Cited: 20
Perspectivism and Health Professions Assessment
Jacob Pearce, Walter Tavares
Academic Medicine (2024) Vol. 99, Iss. 10, pp. 1078-1082
Open Access | Times Cited: 1
Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams
Peter Yeates, Alice Moult, Natalie Cope, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 292-302
Open Access | Times Cited: 10
Reframing the O-SCORE as a Retrospective Supervision Scale Using Validity Theory
Walter Tavares, Wade Gofton, Farhan Bhanji, et al.
Journal of Graduate Medical Education (2022) Vol. 14, Iss. 1, pp. 22-24
Open Access | Times Cited: 6
Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model
Katie McDermott, Kristina Thomas Dreifuerst
Nurse Education in Practice (2022) Vol. 64, pp. 103415-103415
Closed Access | Times Cited: 6
On the use and abuse of metaphors in assessment
Jacob Pearce, Neville Chiavaroli, Walter Tavares
Advances in Health Sciences Education (2023) Vol. 28, Iss. 4, pp. 1333-1345
Closed Access | Times Cited: 3
Undergraduate paramedic student competency assessment: A grounded theory study explaining how assessors in Australia and New Zealand determine student competency to practice
Anthony Clement Smith, Patrea Andersen, Michael Carey
Paramedicine (2023) Vol. 20, Iss. 4, pp. 94-106
Open Access | Times Cited: 3
Translating outcome frameworks to assessment programmes: Implications for validity
Walter Tavares, Paula Rowland, Damon Dagnone, et al.
Medical Education (2020) Vol. 54, Iss. 10, pp. 932-942
Open 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
A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?
Chris Rietmeijer, Suzanne C. M. van Esch, Annette H. Blankenstein, et al.
Medical Education (2022) Vol. 57, Iss. 3, pp. 272-279
Open Access | Times Cited: 5
Variable or Fixed? Exploring Entrustment Decision Making in Workplace- and Simulation-Based Assessments
Thurarshen Jeyalingam, Catharine M. Walsh, Walter Tavares, et al.
Academic Medicine (2022) Vol. 97, Iss. 7, pp. 1057-1064
Open Access | Times Cited: 4
Examining the validity argument for the Ottawa Surgical Competency Operating Room Evaluation (OSCORE): a systematic review and narrative synthesis
Martha Spencer, Jonathan Sherbino, Rose Hatala
Advances in Health Sciences Education (2022) Vol. 27, Iss. 3, pp. 659-689
Closed Access | Times Cited: 4
On embedding assessments of self-regulated learning into licensure activities in the health professions: a call to action
Ryan Brydges, Marcus Law, Irene Ma, et al.
Canadian Medical Education Journal (2022) Vol. 13, Iss. 4, pp. 100-109
Open Access | Times Cited: 3
Legitimation Without Argumentation: An Empirical Discourse Analysis of ‘Validity as an Argument’ in Assessment
Benjamin Kinnear, Daniel J. Schumacher, Lara Varpio, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1
Open Access
Space and Critical Pedagogies
Dishari Chattaraj, Arya Parakkate Vijayaraghavan
(2024), pp. 71-147
Closed Access
The interpretation-use argument– the essential ingredient for high quality assessment design and validation
Jacqueline Raymond, David Wei Dai, Sue McAllister
Advances in Health Sciences Education (2024)
Open Access
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