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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:

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

Showing 1-25 of 84 citing articles:

State-of-the-art literature review methodology: A six-step approach for knowledge synthesis
Erin S. Barry, Jerusalem Merkebu, Lara Varpio
Perspectives on Medical Education (2022) Vol. 11, Iss. 5, pp. 1-8
Open Access | Times Cited: 56
Medical competence as a multilayered construct
Olle ten Cate, Natasha Slattery, Richard L. Cruess, et al.
Medical Education (2023) Vol. 58, Iss. 1, pp. 93-104
Open Access | Times Cited: 23
Deficiencies of Traditional Grading Systems and Recommendations for the Future
Jeff Cain, Melissa S. Medina, Frank Romanelli, et al.
American Journal of Pharmaceutical Education (2021) Vol. 86, Iss. 7, pp. 8850-8850
Open Access | Times Cited: 49
Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration
Syeda Sadia Fatima, N Sheikh, Athar Osama
Postgraduate Medical Journal (2024) Vol. 100, Iss. 1190, pp. 959-967
Closed Access | Times Cited: 6
The Next Era of Assessment: Building a Trustworthy Assessment System
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Perception of Clinical Teachers on Workplace-based Assessments in Post-graduate Training in a Tertiary Healthcare Setting: A Qualitative Study
Rizwana B. Shaikh, Kashavva B Andanigoudar, Anjana R. Joshi
Archives of Medicine and Health Sciences (2025)
Open Access
Determining the alignment of assessment items with curriculum goals through document analysis by addressing identified item flaws
Humaira Fayyaz Khan, Shazia Qayyum, Huma Beenish, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Assessment practices for dietetic students: An updated systematic review (2017–2024)
Janica Jamieson, Claire Palermo, Margaret Hay, et al.
Nutrition & Dietetics (2025)
Open Access
Understanding State-of-the-Art Literature Reviews
Erin S. Barry, Jerusalem Merkebu, Lara Varpio
Journal of Graduate Medical Education (2022) Vol. 14, Iss. 6, pp. 659-662
Open Access | Times Cited: 26
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
A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education
Tim Fawns, Sven P. C. Schaepkens
Teaching and Learning in Medicine (2022) Vol. 34, Iss. 4, pp. 444-453
Open Access | Times Cited: 19
“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
Historicity and the impossible present
Rachel Ellaway
Advances in Health Sciences Education (2024) Vol. 29, Iss. 2, pp. 361-365
Open Access | Times Cited: 3
You Get What You Reward: A Qualitative Study Exploring Medical Student Engagement in 2 Different Assessment Systems
Joshua Jauregui, Adelaide H. McClintock, Caitlin Schrepel, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1278-1285
Open Access | Times Cited: 3
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
Fairness in Assessment: Identifying a Complex Adaptive System
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1, pp. 315-326
Open Access | Times Cited: 7
Comparing Machine Learning Models and Human Raters When Ranking Medical Student Performance Evaluations
Jonathan D. Kibble, Jeffrey H. Plochocki
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 4, pp. 488-493
Open Access | Times Cited: 7
Improving assessment of procedural skills in health sciences education: a validation study of a rubrics system in neurophysiotherapy
Rafael García‐Ros, María-Arántzazu Ruescas-Nicolau, Natalia Cezón‐Serrano, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 2
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
Reflexões acerca do contexto atual e da avaliação da formação da graduação médica no Brasil
Gerson Alves Pereira Júnior, Ramiro Colleoni, Rosana Alves, et al.
Revista do Colégio Brasileiro de Cirurgiões (2024) Vol. 51
Open Access | Times Cited: 2
Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students’ non-psychomotor clinical competency
Hossam Hamdy, Jayadevan Sreedharan, Jerome I. Rotgans, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1203-1209
Closed Access | Times Cited: 17
Entrustable Professional Activities: Reflecting on Where We Are to Define a Path for the Next Decade
Daniel J. Schumacher, David Turner
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S1-S5
Open Access | Times Cited: 17
A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK
An Kozato, Kiyoshi Shikino, Yasushi Matsuyama, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 6
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
AI-ssessment: Towards Assessment As a Sociotechnical System for Learning
Alison Lentz, John Oliver Siy, Carol Carraccio
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S87-S88
Open Access | Times Cited: 12
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