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 recommended description of an entrustable professional activity: AMEE Guide No. 140
Olle ten Cate, David Taylor
Medical Teacher (2020) Vol. 43, Iss. 10, pp. 1106-1114
Open Access | Times Cited: 199
Olle ten Cate, David Taylor
Medical Teacher (2020) Vol. 43, Iss. 10, pp. 1106-1114
Open Access | Times Cited: 199
Showing 1-25 of 199 citing articles:
Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated
Olle ten Cate, Daniel J. Schumacher
Advances in Health Sciences Education (2022) Vol. 27, Iss. 2, pp. 491-499
Open Access | Times Cited: 67
Olle ten Cate, Daniel J. Schumacher
Advances in Health Sciences Education (2022) Vol. 27, Iss. 2, pp. 491-499
Open Access | Times Cited: 67
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
Rashmi A. Kusurkar, César Orsini, Sunia Somra, et al.
Academic Medicine (2023) Vol. 98, Iss. 9, pp. 1083-1092
Open Access | Times Cited: 24
Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 46
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 46
Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review
Xiu Hui Tan, Malia Alexandra Foo, Shaun Li He Lim, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 43
Xiu Hui Tan, Malia Alexandra Foo, Shaun Li He Lim, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 43
Assessing professional identity formation (PIF) amongst medical students in Oncology and Palliative Medicine postings: a SEBA guided scoping review
Kelly Jia Hui Teo, Mac Yu Kai Teo, Anushka Pisupati, et al.
BMC Palliative Care (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 31
Kelly Jia Hui Teo, Mac Yu Kai Teo, Anushka Pisupati, et al.
BMC Palliative Care (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 31
The logic behind entrustable professional activity frameworks: A scoping review of the literature
Marije P. Hennus, Marjel van Dam, Stephen Gauthier, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 881-891
Open Access | Times Cited: 28
Marije P. Hennus, Marjel van Dam, Stephen Gauthier, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 881-891
Open Access | Times Cited: 28
Exploring the Quality of Feedback in Entrustable Professional Activity Narratives Across 24 Residency Training Programs
Elizabeth Clement, Anna Oswald, Soumyaditya Ghosh, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 1, pp. 23-29
Open Access | Times Cited: 6
Elizabeth Clement, Anna Oswald, Soumyaditya Ghosh, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 1, pp. 23-29
Open Access | Times Cited: 6
Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study
Ching‐Yi Chang, Intan Setiani, Darmawansah Darmawansah, et al.
Nurse Education Today (2024) Vol. 139, pp. 106213-106213
Closed Access | Times Cited: 5
Ching‐Yi Chang, Intan Setiani, Darmawansah Darmawansah, et al.
Nurse Education Today (2024) Vol. 139, pp. 106213-106213
Closed Access | Times Cited: 5
Entrustable professional activities: a framework for assessment in the curriculum and beyond
Yolanda Martínez Pereira, C. McIntyre, Susan Rhind
In Practice (2025) Vol. 47, Iss. 1, pp. 45-50
Closed Access
Yolanda Martínez Pereira, C. McIntyre, Susan Rhind
In Practice (2025) Vol. 47, Iss. 1, pp. 45-50
Closed Access
Integrating and Assessing Entrustable Professional Activities in PharmD Curricula
Lisa M. Meny, Lindsey H. Welch, Kashelle Lockman
American Journal of Pharmaceutical Education (2025), pp. 101364-101364
Open Access
Lisa M. Meny, Lindsey H. Welch, Kashelle Lockman
American Journal of Pharmaceutical Education (2025), pp. 101364-101364
Open Access
Assessing Professional Identity Formation
Suzanne Goh, Shiva Sarraf‐Yazdi, Lalit Kumar Radha Krishna
Oxford University Press eBooks (2025), pp. 163-180
Closed Access
Suzanne Goh, Shiva Sarraf‐Yazdi, Lalit Kumar Radha Krishna
Oxford University Press eBooks (2025), pp. 163-180
Closed Access
Anvertraubare professionelle Tätigkeiten (APT) als Lernkonzept für das Praktische Jahr im ÖGD
Anna Kuehne, N. Schmitt, Stephanie Taché, et al.
Public Health Forum (2025) Vol. 33, Iss. 1, pp. 48-50
Closed Access
Anna Kuehne, N. Schmitt, Stephanie Taché, et al.
Public Health Forum (2025) Vol. 33, Iss. 1, pp. 48-50
Closed Access
Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, et al.
Journal of Medical Education and Curricular Development (2022) Vol. 9
Open Access | Times Cited: 24
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, et al.
Journal of Medical Education and Curricular Development (2022) Vol. 9
Open Access | Times Cited: 24
Representational scaffolding in digital simulations – learning professional practices in higher education
Frank Fischer, Elisabeth Bauer, Tina Seidel, et al.
Information and Learning Sciences (2022) Vol. 123, Iss. 11/12, pp. 645-665
Open Access | Times Cited: 23
Frank Fischer, Elisabeth Bauer, Tina Seidel, et al.
Information and Learning Sciences (2022) Vol. 123, Iss. 11/12, pp. 645-665
Open Access | Times Cited: 23
Entrustable professional activities in dental education: a scoping review
Claire Ehlinger, Nicolás Fernández, Marion Strub
BDJ (2023) Vol. 234, Iss. 3, pp. 171-176
Open Access | Times Cited: 14
Claire Ehlinger, Nicolás Fernández, Marion Strub
BDJ (2023) Vol. 234, Iss. 3, pp. 171-176
Open Access | Times Cited: 14
A Modified Delphi Consensus Approach to Define Entrustable Professional Activities for Neurocritical Care Advanced Practice Providers*
Daniel S. Harrison, Erika J. Sigman, Judy H. Ch’ang, et al.
Critical Care Medicine (2024) Vol. 52, Iss. 7, pp. 1032-1042
Closed Access | Times Cited: 4
Daniel S. Harrison, Erika J. Sigman, Judy H. Ch’ang, et al.
Critical Care Medicine (2024) Vol. 52, Iss. 7, pp. 1032-1042
Closed Access | Times Cited: 4
Leveraging faculty development to support validation of entrustable professional activities assessment tools in anatomic and clinical pathology training
Bronwyn H. Bryant, Scott R. Anderson, Mark D. Brissette, et al.
Academic Pathology (2024) Vol. 11, Iss. 2, pp. 100111-100111
Open Access | Times Cited: 4
Bronwyn H. Bryant, Scott R. Anderson, Mark D. Brissette, et al.
Academic Pathology (2024) Vol. 11, Iss. 2, pp. 100111-100111
Open Access | Times Cited: 4
Could entrustable professional activities support assessment in optometric clinical education in Australia and New Zealand?
Kathleen Watt, Isabelle Jalbert, P. Jhala, et al.
Clinical and Experimental Optometry (2025), pp. 1-8
Closed Access
Kathleen Watt, Isabelle Jalbert, P. Jhala, et al.
Clinical and Experimental Optometry (2025), pp. 1-8
Closed Access
Health professionals’ willingness to share responsibility and strengthen interprofessional collaboration: a cross-sectional survey
Sophie Karoline Brandt, Stefan Essig, Andreas Balthasar
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Sophie Karoline Brandt, Stefan Essig, Andreas Balthasar
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Entrustable professional ethical actions (EPEAs): pioneering a new paradigm for bioethics training & assessment in graduate medical education
Russell DˈSouza, Mary Mathew, Krishna Mohan Surapaneni
International Journal of Ethics Education (2025)
Closed Access
Russell DˈSouza, Mary Mathew, Krishna Mohan Surapaneni
International Journal of Ethics Education (2025)
Closed Access
Establishing a set of qualities for clinical teaching faculty in undergraduate medical internship
Jiaqi Song, Ge Wei, Huaqin Cheng, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Jiaqi Song, Ge Wei, Huaqin Cheng, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review
Ryan Surace, Claire Palermo, Judi Porter
Nutrition & Dietetics (2025)
Open Access
Ryan Surace, Claire Palermo, Judi Porter
Nutrition & Dietetics (2025)
Open Access
Atividades profissionais confiáveis para a residência em Medicina de Família e Comunidade no contexto brasileiro
Leonardo de Andrade Rodrigues Brito, Ugo Caramori, Natalia Bortoletto D’Abreu, et al.
Revista Brasileira de Educação Médica (2025) Vol. 49, Iss. 1
Open Access
Leonardo de Andrade Rodrigues Brito, Ugo Caramori, Natalia Bortoletto D’Abreu, et al.
Revista Brasileira de Educação Médica (2025) Vol. 49, Iss. 1
Open Access
Entrustable professional activities for family and community medicine residency in the Brazilian context
Leonardo de Andrade Rodrigues Brito, Ugo Caramori, Natalia Bortoletto D’Abreu, et al.
Revista Brasileira de Educação Médica (2025) Vol. 49, Iss. 1
Open Access
Leonardo de Andrade Rodrigues Brito, Ugo Caramori, Natalia Bortoletto D’Abreu, et al.
Revista Brasileira de Educação Médica (2025) Vol. 49, Iss. 1
Open Access
Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?
Olle ten Cate, Karen Schultz, Jason R. Frank, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 817-823
Open Access | Times Cited: 27
Olle ten Cate, Karen Schultz, Jason R. Frank, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 817-823
Open Access | Times Cited: 27
