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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:

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

Showing 1-25 of 78 citing articles:

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
Sylvia Heeneman, Lubberta H. de Jong, Luke Dawson, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1139-1148
Open Access | Times Cited: 75
The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis
Rashmi A. Kusurkar, César Orsini, Sunia Somra, et al.
Academic Medicine (2023) Vol. 98, Iss. 9, pp. 1083-1092
Open Access | Times Cited: 24
Students’ feedback seeking behaviour in undergraduate education: A scoping review
Martijn J. M. Leenknecht, David Carless
Educational Research Review (2023) Vol. 40, pp. 100549-100549
Open Access | Times Cited: 23
Design and Implementation of a National Program of Assessment Model – Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education
Warren J. Cheung, Farhan Bhanji, Wade Gofton, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 44-55
Open Access | Times Cited: 13
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
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154
Adrian Marty, Machelle Linsenmeyer, Brian C. George, et al.
Medical Teacher (2023) Vol. 45, Iss. 11, pp. 1203-1213
Open Access | Times Cited: 16
Misbehavior or misalignment? Examining the drift towards bureaucratic box-ticking in Competency-Based Medical Education
Alicia C. Strand, Andrea Gingerich, Vijay J. Daniels
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0313021-e0313021
Open Access
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
Neonatology fellow assessment and evaluation: embracing the word salad of CBME, EPAs, and milestones
Courtney Kiser McLean, Beverley Robin, Johannah M. Scheurer, et al.
Journal of Perinatology (2025)
Closed Access
Twelve tips to afford students agency in programmatic assessment
Janica Jamieson, Dario Torre
Medical Teacher (2025), pp. 1-9
Closed Access
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
Dario Torre, Neil Rice, Anna Ryan, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1149-1160
Open Access | Times Cited: 37
A Program of Assessment Model for Point-of-Care Ultrasound Training for Pediatric Critical Care Providers: A Comprehensive Approach to Enhance Competency-Based Point-of-Care Ultrasound Training
Ivanna N. Maxson, Erik Su, Kyle A. Brown, et al.
Pediatric Critical Care Medicine (2023) Vol. 24, Iss. 11, pp. e511-e519
Closed Access | Times Cited: 14
Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174
Dario Torre, Lambert Schuwirth
Medical Teacher (2024), pp. 1-16
Closed Access | Times Cited: 4
A Comparison of first year nursing students’ assessment journey at two universities; an exploratory mixed methods study
Loretta Garvey, Chanika Ilangakoon, Josie Tighe, et al.
Journal of Further and Higher Education (2025), pp. 1-16
Closed 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
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions
Dario Torre, Lambert Schuwirth, Cees van der Vleuten, et al.
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 928-937
Open Access | Times Cited: 21
Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis
Chris Roberts, Priya Khanna, Jane Bleasel, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 901-914
Open Access | Times Cited: 19
Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research
Andrew S. Parsons, Thilan P. Wijesekera, Andrew Olson, et al.
Medical Teacher (2024), pp. 1-12
Closed Access | Times Cited: 3
How Trainees Come to Trust Supervisors in Workplace-Based Assessment: A Grounded Theory Study
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Academic Medicine (2021) Vol. 97, Iss. 5, pp. 704-710
Open Access | Times Cited: 22
Implementation of Programmatic Assessment: Challenges and Lessons Learned
Marjan Govaerts, Cees van der Vleuten, Suzanne Schut
Education Sciences (2022) Vol. 12, Iss. 10, pp. 717-717
Open Access | Times Cited: 14
Reflections on the use of the Progress Test in the programmatic student assessment
Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, et al.
Revista Brasileira de Educação Médica (2023) Vol. 47, Iss. 2
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
Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool
Shelley Ross, Deena M. Hamza, Rosslynn Zulla, et al.
Journal of Graduate Medical Education (2022) Vol. 14, Iss. 1, pp. 71-79
Open Access | Times Cited: 13
Gender differences in emergency medicine resident assessment: A scoping review
Isabella Menchetti, Debra Eagles, Dana Ghanem, et al.
AEM Education and Training (2022) Vol. 6, Iss. 5
Open Access | Times Cited: 13
The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review
Diantha Soemantri, Hikmawati Nurokhmanti, Nurul Qomariyah, et al.
Medical Science Educator (2022) Vol. 32, Iss. 5, pp. 1219-1229
Open Access | Times Cited: 12
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