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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:

Theoretical considerations on programmatic assessment
Dario Torre, Lambert Schuwirth, Cees van der Vleuten
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 213-220
Open Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Entrustment Decision Making: Extending Miller’s Pyramid
Olle ten Cate, Carol Carraccio, Arvin Damodaran, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 199-204
Open Access | Times Cited: 104
Transformation to learning from a distance
David Taylor, Janet Grant, Hossam Hamdy, et al.
MedEdPublish (2020) Vol. 9, pp. 76-76
Open Access | Times Cited: 98
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
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 48
Perceptions and barriers to competency‐based education in Canadian postgraduate medical education
Lindsay Crawford, Nicholas Cofie, Laura April McEwen, et al.
Journal of Evaluation in Clinical Practice (2020) Vol. 26, Iss. 4, pp. 1124-1131
Closed Access | Times Cited: 43
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
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
Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions
Kimberly N. Williams, Elizabeth H. Lazzara, Jessica Hernández, et al.
Frontiers in Medicine (2025) Vol. 11
Open Access
Students’ perspective on the Dutch National Pharmacotherapy Assessment, a national survey study among final-year medical students
Erik M. Donker, Floor van Rosse, Ben Janssen, et al.
European Journal of Pharmacology (2025) Vol. 989, pp. 177266-177266
Closed Access
The impact of summative, formative or programmatic assessment on the Dutch National Pharmacotherapy Assessment: a retrospective multicentre study
Erik M. Donker, Floor van Rosse, Ben Janssen, et al.
European Journal of Pharmacology (2025) Vol. 989, pp. 177267-177267
Closed Access
Key considerations in planning and designing programmatic assessment in competency-based medical education
Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 758-764
Closed Access | Times Cited: 28
Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature
Gabriël Rafaël Cantaert, Peter Pype, Martin Valcke, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 22, pp. 14799-14799
Open Access | Times Cited: 20
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
Blended programmatic assessment for competency based curricula
Rajiv Mahajan, Saif Naziruddin Saiyad, Amrit Virk, et al.
Journal of Postgraduate Medicine (2021) Vol. 67, Iss. 1, pp. 18-23
Open Access | Times Cited: 21
A mobile application to facilitate implementation of programmatic assessment in anaesthesia training
Adrian Marty, Julia Braun, Carl Schick, et al.
British Journal of Anaesthesia (2022) Vol. 128, Iss. 6, pp. 990-996
Open Access | Times Cited: 15
Identifying Core Components of EPA Implementation: A Path to Knowing if a Complex Intervention Is Being Implemented as Intended
Carol Carraccio, Abigail Martini, Elaine Van Melle, et al.
Academic Medicine (2021) Vol. 96, Iss. 9, pp. 1332-1336
Open Access | Times Cited: 18
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
Programmatic assessment design choices in nine programs in higher education
Liesbeth Baartman, Tamara van Schilt-Mol, Cees van der Vleuten
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings
Eva Mukurunge, Champion N. Nyoni, Lizemari Hugo
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 2
Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education
Liesbeth Baartman, Kathleen M. Quinlan
Perspectives Policy and Practice in Higher Education (2023) Vol. 28, Iss. 2, pp. 57-67
Open Access | Times Cited: 6
The Value of Programmatic Assessment in Supporting Educators and Students to Succeed: A Qualitative Evaluation
Janeane Dart, Cliona Twohig, Amanda Anderson, et al.
Journal of the Academy of Nutrition and Dietetics (2021) Vol. 121, Iss. 9, pp. 1732-1740
Closed Access | Times Cited: 15
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study
Janica Jamieson, Margaret Hay, Simone Gibson, et al.
Medical Teacher (2021) Vol. 43, Iss. 6, pp. 709-717
Closed Access | Times Cited: 13
A traditional or an innovative approach to assessment: The Assessment PROFILE
Ronald M. Harden, Pat Lilley
Medical Teacher (2024), pp. 1-8
Closed Access | Times Cited: 1
Epistemic agency: a link between assessment, knowledge and society
Juuso Henrik Nieminen, Laura Ketonen
Higher Education (2023) Vol. 88, Iss. 2, pp. 777-794
Open Access | Times Cited: 4
The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience
Colleen Y. Colbert, S. Beth Bierer
Education Sciences (2022) Vol. 12, Iss. 3, pp. 220-220
Open Access | Times Cited: 6
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